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A marriage and family therapy trainee curriculum: college student success in academic self-regulation

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A marriage and family therapy trainee curriculum: college student success in academic self-regulation

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Content Running head: MFTT CURRICULUM 1

A MARRIAGE AND FAMILY THERAPY TRAINEE CURRICULUM: COLLEGE STUDENT
SUCCESS IN ACADEMIC SELF-REGULATION

by

Juliana Ruth Calhoun

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2017

Copyright 2017 Juliana Ruth Calhoun

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Table of Contents
Acknowledgements 3
Abstract 7
Chapter One: Statement of the Problem and Review of Relevant Literature 8
Statement of the Problem of Practice 8
General Learner Characteristics 12
Causes of the Problem of Practice 16
Suggestions and Approaches to the Problem of Practice 24
Other Curricula 33
Chapter Two: Curriculum Overview 38
Curriculum Description 38
Learner Description and Context 40
Theoretical Framework and Research-Based Practices 42
Design justifications and acknowledgement of designer bias 43
Curriculum Outcomes 43
Curriculum Assessments 45
Curriculum Activities 47
Evaluation Plan 48
Scope and Sequence Chart 50
Unit and Module Learning Outcomes 56
Chapter Three: Curriculum Unit/Modules Overviews for Trainees/Instructors 62
Summary 279
References 280
Appendix A: Definitions 296

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Acknowledgments
First and foremost, I would like to give thanks to my Lord and Savior Jesus Christ who
without Him I would not have finished this whole process. Glory be to God in the highest!
I would like to thank my chair Dr. Kimberly Hirabayashi whom has always encouraged
me and helped me reach my goals. You have taught me so much along the way and I am forever
grateful. I would also like to thank Dr. Mary Andres and Dr. Helena Seli for agreeing to be on
my committee. I have known you both since I was earning my Master's and have always
appreciated all the support you both have given me. Dr. Seli with your expertise in educational
psychology and Dr. Andres with your expertise in MFT Training have assisted me in combining
both those disciplines into my dissertation.
Thank you to the past MFT Trainees, Genesis, Sanna and Melissa, for helping me to
narrow down my topic and give advice as well as the current MFT Trainees, Tiffany, Crystal and
Micki for helping test out many ideas for this curriculum. Your willingness and feedback have
been invaluable. I would like to thank my coworkers both past-Kristina, Carlin, Norma, Mattie,
and Nick- that encouraged me to pursue this program as well as my current coworkers-Dr.
Tobey, Dr. Schafrik, De'Von, and Sourena. Dr. Tobey and Dr. Schafrik have been mentors to me
from the beginning and without them I would not be a Doctor. Thank you De'Von for checking
in on me and always bringing humor to the plight I was in during this process. I also want to
thank all the graduate students that have worked with me and have asked me how the process is
and being encouraging around me as I was stressed about writing after a long day at work.
A special thank you to my Co-Hearts, especially the crew of Marty, Amber, Kimberly,
Vanessa, and Shaneka who have always been there for me when I wanted to pull my hair out
with a drink in hand and to take my mind off things and also process how things were going. I
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never would have thought I would find the family I have with you all in this program but I am so
thankful I did. I also need to give a thank you to the awesome bartenders of Christian and
Shaundell that we're right there with us with Sidecars the whole time through this process!
A thank you to all my friends around the world that have been supportive through social
media and the phone. Thank you to Damian for always checking in when we get to hang out;
Bunmi for understanding my plight with this dissertation and helping to normalize everything;
Chris for always being there to relax and have fun and to just forget the dissertation for a bit. To
my Boos, Mari, Brian, Rafa, Gama and the Sofia the first, for always knowing when we needed
to have a Boo-B-Q and sending the best pictures in our group chat. I also need to thank my
wifey for lifey, Marissa, who has always been there for me with ridiculous snapchats and
willingness to take Disney trips to be able to see me.
A special thank you goes to my family that has always supported me and believed in me
in everything I have done. Thank you to my mom, dad, siblings, grandparents, stepdad, aunts,
uncles and cousins that respected the dissertation. Understanding I needed the 7 hour drive to
Jason and Cory’s wedding and the day after to write, not being able to come home for summer
nor Thanksgiving because of writing and understanding why I needed to be preoccupied during
winter break was a Godsend and I can't wait for everyone to be together at graduation.
I need to thank my precious thot thots: Devin, Brian and Mallory. Devin, as my running
husband, thank you for all the matching running costumes, and all the wine and good food that
was consumed as well as the great advice on writing a dissertation. Brian, thank you for always
opening your apartment for good wine and good desserts and loud times. Mallory, thank you for
the Disney and Universal days and the many nights of wine, champagne and Nelly Pandora and
always willing to celebrate every victory small and large.
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I want to shout out the one and only Lin-Manuel Miranda for writing Hamilton at the
right time and just what I needed while writing this dissertation. "Why do you write like you're
running out of time"-I'm not sure but it is a great motivator. Also, thank you for the Moana
soundtrack and the Hamilton mixtape that assisted me in wrapping up this dissertation. A
shoutout also to DJ Snake for the Encore album that was released before my Paris trip and
propelled my writing during and after that trip.
I also need to thank podcasts especially Quote of the Day that set up my morning, all the
DISUnplugged podcast family and the of course Be Our Guest podcast. I often wrote while
catching up on podcasts as it helped keep me focused but also up to date on what's going on in
the theme parks of the world. I also need to thank Netflix, Hulu and HBOGO for the hours of
entertainment while working and also for relaxing after writing.
I would be remiss if I didn't thank my running family. Thank you to all the companies I
use to get through my runs and races as running such as Skechers, Garmin, Beats, Apple,
ProCompression, Nuun, Sparkle Athletic, and UCan that kept me sane and for all the planning
and making costumes that served as stress relief. Without them, I would have never made it
through the 40 races covering almost 365 miles through this process. One of the biggest thank
yous goes to rundisney because even though you take all my money, the 26 races I ran was just
what I needed during this time. A special thank you goes to my running teams and groups. My
beloved BOGP Lizards-thank you for always being encouraging and not only being fun but
always checking in with me and my dissertation progress whenever we were in person. I know
you are all always rooting for me and it means so much. I'm finally Dr. Lizard! Thank you to We
Run Social for throwing great gatherings at all the races I run in. Also, thank you to nT#rd for
being just the comic relief I needed when writing got to be too much.
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I would be remiss if I didn't thank the airlines that assisted me in a large majority of my
dissertation writing as I do my best writing on airplanes. Thank you to Delta, Southwest,
America, Virgin America and Atlantic. I took 18 trips totaling over 75,000 miles with my
dissertation being one of the main focuses on the airplane besides sleeping.
I also need to thank the grapes and agave that sacrificed themselves for the wine,
champagne and tequila that was consumed before, during and after this process. I also need to
thank my crockpots for putting in the extra effort to ensure I had meals that were easy to make
and consume during this process so I wouldn’t starve.
A special thank you to my theme parks and my annual passes: Disneyland, Walt Disney
World, Universal Studios Hollywood and Universal Studios Orlando with a special shoutout to
Hogsmeade, Hogs Head, Diagon Alley, Flower and Garden Festival and Food and Wine Festival
that were the best stress relievers ever. All of the butterbeer, Hog’s Tea, Strongfire, tacos,
English breakfasts, spicy hot dogs, macaron sandwiches, iced tea, and bread service were the
greatest motivators.

And thank you for taking your time to find this dissertation and take the time to read this.

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Abstract
This dissertation applies the principles of cognitive load theory, self-regulation and self-efficacy
to develop a curriculum for Marriage and Family Therapy Trainees (MFTT) to successfully work
with college students in a learning center setting. The curriculum has nine units and 44 modules
to be administered across the traineeship year in a weekly training meeting. The materials are
presented in two parts: one is the trainee overview and the second is the instructor overview. The
trainee overview serves as an advanced organizer for the trainees as they prepare for each
module and includes learning outcomes, pre-meeting readings and videos, discussion questions
for the readings and an agenda for the meeting. The instructor overview includes an advanced
organizer for how the weekly meetings will be presented with learning outcomes, connection to
the MFT program courses, guiding questions for the units, pre-meeting readings and videos, and
a detailed overview of the activities for the training meetings. This curriculum assist to foster the
connection between MFTT background from coursework with therapeutic techniques and its
utilization of working with college students in learning centers.

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CHAPTER ONE: STATEMENT OF THE PROBLEM AND REVIEW OF RELEVANT
LITERATURE
In this analysis of the problem of practice, there will be five main sections: statement of
the problem of practice, learner characteristics, causes of the problem of practice, suggestions for
the problem of practice, and other curricula that will be explored. These sections will give the
background to the problem of practice of how to develop a robust curriculum for the Marriage
and Family Therapy trainees (MFTT) in the Learning Center (LC) that will meet the
requirements of licensure and graduation.
Statement of the Problem of Practice
Students are arriving to higher education underprepared and seeking assistance (Cohen,
2012). With this increase in demand for assistance and the LC’s decision to expand to include
MFTT to assist with this demand, the need to develop a curriculum will be discussed. The
problems of training for the MFTT including concerns with professional development,
supervision hours, and seeing clients to gain the required hours towards licensure and graduation.
As college students adjust to the differences between the K-12 school system and higher
education, many students struggle with the amount of work that is required of them to succeed
academically (Cohen, 2012). The need to oversee their own learning in contrast to K-12 where
the teacher is often guiding them brings many struggles, especially in the areas of self-regulation
(Kitsantas, Winsler, & Huie, 2008) and executive functioning (Diamond, 2014). Self-regulation
and executive functioning troubles can be mitigated by assistance from a more knowledgeable
other that can give students timely and constructive feedback (A. Barkley, 2011). An academic
coach can be a resource to help guide students with self-regulation and executive functioning
concerns.
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Academic coaching focuses on activities such as self-regulated learning, executive
functioning, motivation and goal setting to provide feedback and support for students to succeed
academically. Chemers, Hu and Garcia (2001) found increasing a student’s self-regulation, also
increases a student’s optimism and self-efficacy that leads to skills that can be transferred to
other domains. With goal setting, Ley and Young (1998) found highly self-regulated students use
goals to plan and manage their time on their academics more effectively than their
underdeveloped counterparts.
Academic coaching can find its beginnings in ADHD Coaching that was first mentioned
in 1994 as a future direction for assisting clients with ADHD in Driven to Distraction (Halloway
& Ratey, 1994). From there, it expanded to therapy and beyond to other disciplines such as
business (Kimsey-House, Kimsey-House, Sandahl, & Whitworth, 2011; Wright, 2014). As
academic coaching has been piloted around the country, there has been growing support for how
self-regulation and executive functioning skills can be improved through the student-academic
coaching relationship. Swartz, Prevatt, & Proctor (2005) were the first to pilot academic
coaching in a campus setting and found the assistance increased skills of executive functioning
and self-efficacy. Parker & Boutelle (2009) conducted a pilot with 54 students in ADHD/LD
coaching and saw gains in goal setting, self-efficacy, executive functioning skills and
confidence. Field, Parker, Sawilowsky, & Rolands (2013) conducted a pilot with seven students
and found that their well-being, self-regulation and goal attainment skills improved as a result of
being in the program. Bettinger & Baker (2013) found that students that used academic coaching
services are more likely to persist until graduation. Richman, Rademacher, & Maitland (2014)
conducted a pilot with 24 students (16 experimental and 8 controls) and found that students
reported in interviews that their executive functioning and self-determination skills were
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enhanced, such as a having a flexible mindset, goal setting skills, sustaining concentration,
handling distractions, and managing stress and emotions. Bellman, Burgstahler, & Hinke (2015)
report that 41 students in a pilot STEM program had increases in skill levels in the domains of
time management, studying, note taking, organization, prioritization, writing, self-advocacy, and
stress management as a result of academic coaching. Mitchell & Gamsemer-Topf (2016)
conducted a pilot with 60 students and found it helped with self-efficacy and plan to continue
academic coaching to see if there are any other gains.
Academic coaching was introduced in 2011 in the LC and its popularity has grown as
referrals from academic advisors, professors, fellow students and even parents have directed
students to visit for assistance. As the need for academic coaching increases, so does the need to
support students with additional resources. One of the ways to grow additional resources without
having to increase the financial budget is allowing for trainees to gain practicum and fieldwork
hours in the Center. Permitting Master’s level MFTT to gain their hours at LC is in line with the
Mission Statement of serving as a field site for graduate students (Learning Center, n.d.-a, para.
4).
The MFT program enrolls approximately 40 students a year that search for a
practicum/fieldwork placement site to gain hours in their second academic year (Master of
Marriage and Family Therapy [MFT], n.d.). Per the California Board of Behavioral Sciences
(CA BBS) (CA BBS n.d.), a trainee may earn up to 1,300 hours during their one-year
practicum/fieldwork while still enrolled in graduate school that can count towards the 3000 hours
required for licensure. The MFT program requires students to accrue 240 face-to-face therapy
hours during the one-year practicum/fieldwork period to be eligible for graduation and a portion
of the 3000 hours required for licensure (MFT, n.d.).
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In the 2015 Fall semester, the LC arranged to train three MFTT so they could accrue the
240 hours needed for graduation and a portion of the licensure hours. The MFTT joined a team
with academic coaches, who are highly trained graduate students in the School of Education’s
Master’s programs. It was assumed that since the MFTT serve the same students and working on
similar tasks but can focus more on students experience utilizing therapeutic skills, that they
could have the same training as the academic coaches with the addition of professional
development and supervision per week. However, as soon as the trainees commenced, it became
clear that their requirements and needs were very distinctive from the academic coaches.
While many of the academic coaches have caseloads of around 12 students, the MFTTs
have limits on how many students they can have on their caseload each week because of the
supervision hours requirement. One supervision unit covers five client hours, and the MFTTs are
only allowed to work 20 hours. With four hours of professional development a week, and up to
four hours of supervision a week, the 20 hours are accounted for rapidly. The implementation of
paperwork that was designed to mimic community agencies in the field became burdensome
with the MFTT having to create, organize and compile paperwork for every student, including
the students they completed a quick intake or screener assessment with once for 30-45 minutes.
Since the 240 hours need to be face-to-face, these additional training hours count towards
licensure but did not count towards graduation accrual. In addition, students that did not show or
cancelled last minute could not be counted towards the graduation accrual. When holidays and
breaks arose, like Thanksgiving or Winter Break, or when someone was out of town or out sick,
no hours were being accumulated. The target of earning 120 hours before the Spring semester
was not met with the trainees averaging 80 hours, and struggling to gain hours in the Spring
semester in time for graduation.
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The issues and concerns of professional development, supervision hours, seeing clients to
gain enough hours towards licensure and graduation continued to mount with the MFTT. Those
issues along with ensuring the MFTT’s clinical background and relevant classwork were being
utilized with their students without replicating as someone’s psychotherapist, it became clear an
overhaul of the training for the MFTT was greatly needed. Training MFTT is a great
responsibility, and as the LC looks to expand to four trainees in the future, it is crucial that the
LC be able to meet the 240 hours for graduation or there is a possibility that the LC could be
forbidden to be a site, which has ensued with other sites that could not meet the requirements of
their agreement.
General Learner Characteristics
Learner characteristics are crucial to consider when developing a curriculum. In this
section, learner characteristics of both the MFTT and the undergraduate students that benefit
from the training in the curriculum will be explored.
MFTT conceptual frames. Two frameworks have emerged from the literature on how to
conceptualize a traineeship year: Winnicott (1965) and Erikson (1968). Winnicott (1965)
describes a framework of the first year of a child’s life, which some have used to frame the first
year of the traineeship experience. The process of becoming a licensed mental health
professional is lengthy, arduous, and complex (Bruss & Kopala, 1993). The traineeship is
separate from the academic experience and even though it can be prepared for but it cannot be
fully understood until experiencing it (Guinee, 1988). Bruss and Kopala (1993), Friedman and
Kaslow (1986) and Kaslow and Rice (1985) relate the process of traineeship to the metaphor of
the birth of a child. Just as parents raise their child, traineeships educate their trainees to be
equipped for the external world. Using the framework from Winnicott (1965), trainees go
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through a staged process from dependence to integration to fantasy and imagination to
congruence and object relationships. Just as a child moves through these stages depending on
their parents, a trainee depends on the supervisor until becoming more confident and autonomous
by knitting together their personal and professional self. As this integration happens, the trainees
become more active in thinking of solutions as their inner and external reality begin to align. As
the trainees become more confident, they begin to take more risks with their clients until they are
ready to move on from traineeship (Friedman & Kaslow,1986; Kaslow and Rice,1985). Just as a
child takes months to develop from baby to toddler, this process with trainees takes the same
amount of time. Framing the traineeship year using Winnicott (1965) as a basis allows for a
comparison to be drawn to the beginning of a life of a baby. This serves as a reminder that
trainees are beginning their career as mental health professionals just as a baby is just starting out
with their life and needs major assistance throughout their first year.
While some of the literature reflects on Winnicott’s (1965) theory of development as a
framework for traineeship, others believe the process is more like Erikson’s (1968) psychosocial
stages, particularly the adolescent stage of identity versus role confusion (Bruss & Kopala,1993;
Guinee,1988; Lipvosky,1998; Kaslow & Rice,1985). Hall (1905) was the first to discuss
adolescence as the sturm und drung, storm and stress, in development. The same could be said of
the traineeship experience as the trainees’ transition from student life to professional autonomy
while integrating their personal and professional self. It can take time to integrate the experiences
of being a therapist into the view of themselves and can be characterized by disorderliness,
complexity and career uncertainty (Nkadimeng, Lau, & Seedat, 2015).
Foundational knowledge needed. For the MFTT to be successful, a foundation of
student development theory, self-regulation, executive functioning and how it relates to
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academics is needed. A foundational understanding and knowledge in student development
theory (Astin, 1984; Chickering & Reisser, 1993; Pascarella & Terenzini, 2005; Schlossberg,
Waters, & Goodman, 1995; Tinto, 1987), self-regulation (Zimmerman, 2000), and executive
functioning (A. Barkley, 2011; Diamond, 2013) is crucial for work with college students. They
also need a basic understanding of counseling theories, which is one of the foundational classes
they take in their MFT program (MFT, n.d.). In the MFT program, they will continue to learn
academically while working with clients, which compliments their traineeship training.
In summary, the MFT trainees are usually young adults with background knowledge of
counseling theories but may be lacking in understanding student development theories, self-
regulation, and executive functioning as it relates to academics. As the process to becoming a
therapist can be onerous, it is important to look at it through a framework utilizing Winnicott
(1965) and Erikson (1968) to understand the progression as it unfolds during their traineeship
year.
Undergraduate students’ demographics. Most of the undergraduate students seeking
academic coaching services at LC begin college directly from high school, so they range in age
18 to 22. They are members of what is becoming known as Generation Z or the iGeneration,
characterized by the all-encompassing nature of the Internet (Twenge, 2006). For many of these
students, they are beginning to understand that there is a difference between high school and
college, as college is more self-directed especially for students that receive disability
accommodations (Getzel, 2008).
Disability diagnosis. Currently, about half of the students that work with LC have a
diagnosed disability including but not limited to Attention-Deficit/Hyperactivity Disorder
(ADHD), Learning Disabilities (LD) with Reading and Math, Depression, Anxiety and/or Post-
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Traumatic Stress Disorder (PTSD) (Learning Center, n.d.-b). There are more students that chose
to not disclose they have a disability or have not gone through the channels to receive a proper
diagnosis that also utilize LC, which advances that rate even higher. These students that do not
disclose are part of a pattern that is known as the “fluidity of disability identity” (Miskovic &
Gabel, 2012, p. 238) meaning some students go back and forth on how they identify, whom they
disclose their disability to, and if they ask for accommodations or not (Gabel & Miskovic, 2014).
In the United States, 99% of public and private postsecondary institutions report enrolling
students with a documented disability (Raue & Lewis, 2011). As postsecondary education
becomes more accessible to attend, the number of students with a diagnosed disability is also
increasing (Grigal, Hart, & Weir, 2012). The increase in students entering higher education with
a diagnosed disability will continue expanding at a rapid rate and it can be expected to keep
increasing as stigma decreases, awareness increases and more tools are developed to help
students achieve their individual goals throughout primary and secondary education (Boyle et al.,
2011). According to the National Council on Disability (NCD), the average growth of students
with a documented disability entering higher education has grown from 22% in 2003 to 57% in
2009 (NCD, 2011; NCD, 2013).
Emerging adulthood. This time in a students’ life is one of great change, and has come
to be known as emerging adulthood, as students do not view themselves as adolescents but also
do not view themselves yet as adults (Keniston, 1970; Arnett, 2000). One of the facets of
emerging adulthood is the brain development that is transpiring. Students are undergoing a
competing aspect in their brains as their prefrontal cortex is slowly developing compared to their
amygdala and hippocampus, which are more developed. The prefrontal cortex is the thinking and
processing part of the brain including where executive functioning is housed, while the amygdala
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and hippocampus relate to emotional development (Jensen & Nutt, 2015). This interaction
between an underdeveloped prefrontal cortex and the unexperienced emotional center can cause
decisions to be made that lack insight and the prior knowledge to know what to do (Immordino-
Yang & Damasio, 2007; Jensen & Nutt, 2015; Siegel, 2015; Stuss & Alexander, 2000).
This transition to college is also a time when students are trying to find their new niche,
so there is an increased importance on peer relationships. Meeting new people assists college
students navigate this environment more fluidly and build a tribe of support as for most students
the support structure of their immediate family is no longer the core as they are away from home
(Albert, Chein, & Steinberg, 2013). For undergraduate students to be successful, they need to
work on adjustment to going to college including building social supports, self-regulation
(Zimmerman, 2000), and executive functioning (A. Barkley, 2011; Diamond, 2013). In K-12
education, many of these skills were handled by others such as parents or teachers or were not
needed or developed. As the academic demands increase in higher education, it can be
overwhelming as skills that worked in high school may not be enough in higher education.
In summary, as higher education differs greatly from K-12 education, many students
struggle with the academic adjustment and seek assistance. For students in a university setting,
there are many developmental theories that can foundational for understanding a framework to
see their progress on academic difficulties.
Causes of the Problem of Practice
The traineeship component of the MFT program represents the most crucial and critical
part of the program experience. The traineeship allows for the chance to bring together the theory
from coursework with the art of therapy (Edwards & Patterson, 2012). Within the art of therapy,
every person must find their own orientation and style as a therapist while embarking on a
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journey of self-exploration, which can be toilsome process that begins with selecting the
traineeship site (Gawinski, Edwards, & Spice, 1999). Selecting a traineeship site can be a
challenging experience as trying to predict how the traineeship process will unfold without
having experienced it first-hand can prove difficult (Williams, 1994). This causes section will
explore the need for a proper MFTT curriculum utilizing a Knowledge-Motivation-
Organizational framework (Clark & Estes, 2008; Rueda, 2011). The lack of literature, the CA
BBS requirements, the supervision model, deficiency of self-efficacy and self-regulation in the
trainees, and specific LC site concerns are causes for the need of a MFTT specific curriculum
that will be discussed in this section.
Knowledge. The concerns with the MFTT’s factual, conceptual, procedural and
metacognitive knowledge that have contributed to the causes of needing a curriculum including
the lack of background of development theory will be discussed in this section. Two topics that
are not covered in the MFT curriculum are student development theory and educational
psychology principles and will need to taught as foundational knowledge. Principles of
educational psychology such as self-regulation and executive functioning components will need
to be taught at the beginning to ensure trainees have the foundational knowledge needed to work
with college students. Another area that will need to be discerned will be the trainee’s history
with mental health and therapy. Also, unknown is their experience with transference or
countertransference issues that will arise when working with clients (Hamel & Laraway, 2004;
Paris, Linville, & Rosen, 2006). These issues can be discussed in both group and individual
supervisions.
Motivation. In motivation theory, there are three indicators that can serve as an alert to
an issue with motivation: active choice, persistence and mental effort (Clark & Estes, 2008). The
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MFTT have issues with persistence and mental effort. The MFTT have concerns with self-
efficacy and feeling confident in their mental health skills. They have the background to know
how to conduct therapy but implementing the skills they have learned proved difficult. Trainees’
self-confidence is variable during traineeship, especially at the start. Trainees as beginning
therapists lack internalized experience for which to evaluate their current world. Because of this
lacking, their clinical self-confidence and self-esteem can plummet from events like no shows
and cancellations with clients. The trainees can begin to internalize those feelings of rejection
and it can affect their self-confidence (Biscoff et al., 2002; Guinee, 1998; Hamel & Laraway,
2004; Friedman & Kaslow, 1986; Kaslow & Rice, 1985; Paris et al., 2006; Solway, 1985). As
the trainees begin to gain experience over the first few months, the volatility in their self-
confidence begins to stabilize (Biscoff et al., 2002) and they become more confident.
Along with self-efficacy, self-regulation is also a concern. Being able to regulate one’s
time and environment to ensure that all requirements are being met takes practice and repetition.
The MFTT requirements to track students with paperwork and notes proved to be burdensome.
Often, they would get behind on processing and filing notes and must stay late in the office to
complete it. This cycle put them further behind during the week and caused personal stress while
in the office. Being able to regulate one’s time and environment, can help lessen this stress.
Organizational. Per the sociocultural model, there are two assumed organizational
causes: cultural setting and cultural model (Clark & Estes, 2008). A cultural setting is observable
and concrete, such as lack of resources, while a cultural model is usually invisible and
automated, such as a resistance to change. Within the LC specifically, there were major causes
that alerted the staff to the need of a curriculum including lack of literature, lack of specific CA
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BBS requirements, supervision, training, the intake system, gaining hours, and paperwork
requirements.
The first concern is with a lack of specific literature of MFTT in a higher education
setting, especially once in a Master’s program. There is literature on MFT Trainees and the
importance of moving from a scientist-practioner model, doing research and generating new
knowledge of coursework, to a research-informed clinician, one who integrates existing
knowledge into clinical practice that occurs in a traineeship site (Karam & Sprenkle, 2010;
Meyer, Bowden Templeton, & Stinson, 2016). In addition, there is research on the common
factors across training sites including integrating teaching of theory as it is often taught in a silo
(Aniello & Perkins, 2016), as well as the importance of the therapeutic alliance, common
interventions, and hope/expectancy with clients (Karam, Blow, Sprenkle, & Davis, 2015). These
factors can assist in developing a curriculum for the MFTT that aligns with what is transpiring at
other traineeship sites.
There are articles that connected MFT Trainees and their use in K-12 schools (Cooper-
Haber & Haber, 2015; Crespi & Uscilla, 2014; Laundy, Nelson & Abucewicz, 2011), but
working in higher education is distinctive, especially with the concerns that arise for students
seeking services. Utilizing research from when MFT Doctoral programs first started requiring
traineeships back in the late 1990s/early 2000s, it is clear to see that supervision is key to the
traineeship process. As stated in Ivey and Wampler (2000), traineeships are required as an
apprenticeship because in-person interaction with a trained and knowledgeable other is just as
important if not more important than classwork and theory. The small number of articles makes
it difficult to know what needs to be implemented to create a robust site that integrates classwork
and theory while also meeting all the requirements for traineeship.
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Many of the concerns about being a traineeship site are because of the lack of specific
requirements from the CA BBS. Conducting a literature search shows no academic articles on
the subject. The CA BBS does stipulate that students cannot begin to counsel clients until they
have completed a minimum of twelve semester/eighteen quarter units of coursework and must be
enrolled in a practicum course (CA BBS FAQ, n. d.). Beyond the unit requirement, the CA BBS
has left it up to the school sites to vet potential placements, unlike other professional fields like
Medical or Law. All placements need to have a basic four-way agreement in place between the
trainee, the site director, the site supervisor and the fieldwork supervisor in the program (MFT 4-
Way Agreement, n. d.).
When it comes to site supervisors, the CA BBS has stricter requirements. The Site
Supervisor not only has to be licensed in the state of California, but also must have been licensed
for at least two years prior, and completed a specific six-hour supervisory training (CA BBS
FAQ, n. d.). These requirements do ensure that the supervisor is informed on MFT traineeship
requirements, but not much more beyond that.
The CA BBS materials also has very specific rules on supervision: five client hours equals a
supervision unit which is either a two-hour group of no more than eight or a one-hour individual.
This requirement is different from past experiences of the site supervisor and caused confusion in
the counting of hours for trainee at LC. When the trainee would have less than five clients, they
would just have group supervision. However, it would often happen that they would gain more
clients through intakes quickly and additional supervision hours would need to be added last
minute, which caused confusion in their schedules. As the client number increases, so do the
supervision hours, which limits the maximum number of student clients that can be in their
caseload at a time.
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Even though the CA BBS have requirements for site supervisors and when trainees can
see clients, that is where the requirements end. This lack of specific requirements is part of the
reason that a specific MFT curriculum is needed as the training at sites varies greatly. The MFT
Program has relied heavily on sites that are local and have alumni working at them. Once the
MFT Program gives clearance, then it is up to the site to interview and accept trainees and set
their training. The site agrees to a four-way agreement that specifies a caseload minimum of
seven and a maximum of ten clients that should be reached in eight weeks. The site should allow
for four to seven hours a week of case management and training per week with a maximum of
twenty hours of work a week at the site. If anything changes in client load, the site should alert
the student and degree program so that proper arrangements can be made (MFT 4-Way
Agreement, n. d.).
When the LC was vetted by the USC MFT Program, they were most concerned about
supervision. The program, in line with Williams (1994), explain to students that quality
supervision is the hallmark of the traineeship experience so they want to ensure that it is a crucial
piece of the sites where they send their students. The Director of the LC along with the Staff
Psychologist serve as the site supervisors for the MFTT and combined have over twenty-five
years’ experience supervising post-doctoral fellows. However, since the post-doctoral fellow’s
hours are counted holistically, any hour worked is counted towards licensure, it took a shift to be
able to understand the difference with the MFTT. The specific MFT supervision requirements
necessitate such strict guidelines that it is difficult to have flexibility with rescheduling such as
with holidays and time off, and can put a stress on gaining hours and receiving enough
supervision.
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Conducting supervision with a post-doctoral fellow that has been interning for over three
years is very distinct from supervision with Master’s students that are just beginning their
careers. The MFT trainee require a great deal of direct feedback and contact as they are just
beginning to conduct therapy and lack the internalized experiences to know what to always do
(Barretti & Beitin, 2010). A post-doctoral fellow does not have all the answers, but does have
past experiences that can be referred to so their supervision does differ than someone just
beginning their mental health career. For example, MFTT can take clients canceling or not
showing up as a personal disappointment to their clinical self-confidence and that can be hard to
regulate if that is not closely monitored and discussed in supervision.
Training has also been a concern. This past year, the trainees started in the Fall semester
with the academic coaches. Since they just had a three-day training, it took them time to get
accustomed to working with college students on self-regulation (Diamond, 2013) and executive
functioning (Kitsantas et al., 2008). Because of the training needed, it took the MFT trainees
three weeks to truly understand the conceptual knowledge and theories that underlie academic
coaching, which cut into the time when they could be accruing hours.
A new online intake system was implemented in the Fall 2015 semester that allows
students to register for appointments without having to come in physically to the LC. Since it
took two weeks to get the trainees access, they could only schedule appointments with students
that came in person, which was a very limited number of students. This delay meant they did not
get to schedule as many students at the beginning when the needs for intakes are highest of the
semester.
The trainees had trouble with counting their face-to-face hours due to the unstable nature
of gaining hours. At the beginning of the traineeship, the trainee took the number of weeks from
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when they started until graduation and divided it by 240 hours. They got an average of about six
face-to-face hours per week. Even when they accounted for winter break and spring break, they
still severely underestimated the number of hours they would gain. They did not factor in the
slow uptick of hours in the beginning and did not expect students not showing up for their
appointments. Around midterms, students often do not show up to appointments because of last
minute cramming or simply forgetting. This happened to the trainees and would leave them with
less than half their client load during demanding weeks. During final exams, the trainees were
ready to host sessions for students that came into the LC with last minute concerns, but often
students did not come so those hours were not counted towards anything. This lack of hours
during those last few weeks, plus the addition of winter break, subtracted about six full weeks of
not accruing hours, forcing the number of hours they would need to achieve in spring semester
even higher.
The trainees had a lack of structure with paperwork. It was assumed that paperwork
would reflect the typical academic coach paperwork of feedback forms and case notes. However,
it was decided that the MFTT would need a filing system to mimic typical caseloads in private
practice or agencies to prepare them for working after graduation. The forms used such as a case
log, process notes, progress notes and the filing system needed to be created and refined. They
had a separate paperwork system that required printing emails with students, logging contacts
and notes among other items. This paperwork system was not complicated but takes time to
adjust to so the MFTT were spending many hours doing paperwork that was not factored into
their maximum working time. This adjustment time to the paperwork also took away time in
group supervision. Instead being able to discuss theory and processing clients, time was spent
refining the paperwork system and other logistics. As the interns got comfortable with the
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process, the amount of time it takes to process files does get shorter, but it is still a taxing
process, especially when there are full days of seeing clients.
In summary, having a detailed curriculum will create an environment where the trainees’
willingness and thirst for knowledge allows for them to learn what it means to become
competent clinicians as well as ensuring they are meeting their required 240 face-to-face hours.
By developing a curriculum, it can alleviate the causes of the problem such as the lack of specific
BBS requirements for traineeship sites, lack of supervision model, lack of literature on MFT
traineeships and specific LC site concerns.
Suggestions and Approaches to the Problem of Practice
This section will explain suggestions to how a MFTT curriculum can help alleviate some
of the issues that caused the problem. According to Williams (1994), trainees should understand
and know eleven outcomes with a site before selecting a traineeship including understanding the
quality and quantity of supervision, understanding the quantity and type of clients to expect,
freedom for their style of therapy and socialization in the office. Knowing these overarching
themes can help the trainees make a proper selection and know what to expect for the traineeship
year. For the traineeship site, these are all things that should be made explicit for the trainees for
them to be able to make an informed decision on a placement.
Once the traineeship site has been selected, Gawinski et al. (1999) found six themes that
move trainees progressively through the traineeship experience including both exploration of the
self of the therapist and development of a cohort of trainees. Running parallel to these themes of
the traineeship experience, Biscoff, et al. (2002) found four experiences that greatly influenced
traineeship: supervision, contact with clients, contact with peers, and personal life events. These
four experiences will serve as the overview for this suggestions section in addition to the
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increase in factual knowledge of developmental theories.
Knowledge. To build suggestions for the causes of lack of literature, CA BBS
requirements and supervision, building a knowledge base of development theories as well
supervision will need to occur.
Development theories. For the MFTT, looking at this time period through the lens of
development theory creates a rich background of what the students are facing. Pascarella and
Terenzini (2005) found five areas that effect college student learning, cognitive development and
persistence: students’ background, interactions with agents of the university, institutional
environment, institutional organization, and quality of student effort. These areas interact
through various developmental theories including psychosocial, cognitive, moral, and personal
development.
From Erikson’s (1968) psychosocial theory, the students are in the identity vs role
confusion stage, where students are developing their personal identity, and/or intimacy vs
isolation stage, where students are working on building intimate relationships outside of their
family unit. Marcia (1991) also discusses identity statuses students go through including the
MAMA cycle of alternating between moratorium stage, exploring different choices, and
achievement stage, commitment to an identity choice, when deciding on an identity.
Not only are the students going through development from a psychosocial lens, but also
from a cognitive lens as well. From Piaget’s (1968/1969) cognitive theory, the students are in the
formal operations stage characterized by abstract concepts and thoughts. Perry’s (1968)
cognitive theory postulates as students process through higher education they move from
dualism, seeing the world as right versus wrong, to multiplicity, understanding that there are
multiple opinions, to relativism, multiple opinions are around but taking in context is important
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and ambiguity is okay. These higher order cognitive skills relate to critical thinking as they are
trying new experiences for the first time both inside and outside of the classroom.
Moral development also occurs for college students. Since this is many students first time
living away from home it influences their attitudes and values. In the realm of moral
development, students are in conventional stage or post-conventional stage relating the
differences between good intention, social conventions, abstract reasoning, care, and
relationships when deciding on ambiguous situations (Gilligan, 1982; Kohlberg, 1981).
For many students, it is the first time there are people of different races, ethnicities, and
creeds around and they can also experience ethnic identity changes within themselves (Phinney,
1990). Ethnic identity varies for each person whether it is Black identity development (Cross,
1991), White identity (Helms, 1990), Latino identity (Ruiz, 1990), Asian identity (Kim &
Atkinson, 2002) and/or Gay and Lesbian identity (Cass, 1979). Interacting with diverse people
can bring about movement between the identity stages from pre-exposure to development to self-
identification to a sense of belonging, pride and affiliation to accepting their ethnic and racial
identity.
Student development theory should also be considered. Chickering and Reisser (1993)
discuss the seven vectors that are viewed as stages that deal with how one is feeling, believing,
thinking, and relating to others: developing competence, managing emotions, autonomy towards
interdependence, developing interpersonal relationships, establishing identity, developing
purpose, and developing integrity. These vectors are present for many college students as they
are integrating their new experiences within themselves.
College is also a time of transition for many students within the realms of individual,
relationships or work during this time frame (Schlossberg et al., 1995). Schlossberg et al. (1995)
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focuses on the transition itself, the individual and environmental factors that occur in relation to
the 4S coping resources: Self, Situation, Strategy and Support. Within these transitions, students
either move in, move out or move through as they experience these transitions (Anderson,
Goodman, & Schlossberg, 2012). These transitions happen multiple times through their time in
college and can look differently in each student.
Without the proper provisions and supports, students can feel adrift through their college
experience. Astin (1975/1984) notes that for growth and learning to occur, students must be
involved and engaged in their environment. Students participating in academic coaching can be
that involvement on campus. Tinto (1987) discusses retention and how several factors such as a
feeling of isolation, commitment, difficulty adjustment to a new environment, incongruence, and
inability to integrate new knowledge can relate to attrition in higher education. A student’s social
and academic integration is crucial for development in higher education and to persist to
graduation (Astin, 1975; Astin, 1984; Tinto, 1987).
Motivation. To work with the Motivation causes of a lack of self-efficacy and self-
regulation, suggestions consisting of contact with clients and peers as well as personal events can
assist. Emotions, both positive and negative, can influence motivation (Pekrun & Linnenbrink-
Garcia, 2012).
Contact with clients. Contact with clients is the bulk of the trainees’ time during
traineeship. According to Friedman and Kaslow (1986) there is a six-stage emotional process for
trainees as they move from pre-seeing clients to helping clients with their concerns to finishing
cases. Stage One represents the excitement and anticipatory anxiety beginning before seeing
clients. Stage Two is dependency and identification, which begins from the first case through the
first realization that they have made a significant impact on a given client. Stage Three is activity
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and continued dependency when they realize that clients view them as healers and helpers. Stage
Four is exuberance and taking charge as they come to realize they are becoming a therapist.
Stage Five is identity and independence, and the professional adolescence that comes along with
curating their professional identity. Finally, they reach Stage Six of calm and collegiality, as they
experience calm and stability in their development and integrated in their professional identity.
These stages show how self-awareness and self-confidence can fluctuate with seeing clients
throughout the entire intern year.
It is crucial when seeing clients to remember the clients point of view. It is important the
clinicians ask themselves whose needs are being met, and to ensure it is the clients and not their
own (Corey, Corey, & Callanan, 2011). For trainees, it can be difficult to keep that in mind as
they are still gathering their self-confidence and professional identity (Biscoff et al. 2002).
Norcross (2000) discusses the importance thinking of strategies as opposed to
techniques/methods, and embracing multiple strategies traditionally associated with different
theoretical orientations as trainees are still learning. By ensuring that all interventions with
clients are in the best interest of the client and not just following a protocol, it can help the
trainees learn how to conceptualize clients’ cases as well as demonstrate to the clients that they
have their best interest at heart.
Every client deals with termination of therapy. For many trainees, termination of clients
can be an unpleasant experience, marked by feelings of guilt, rejection, disappointment, and
trepidation (Gould, 1977). The termination experience is crucial to start discussing early, at least
six weeks early, as it can take time to transition clients (Baum, 2006). The termination process is
very crucial as the MFTT are only with the center for a year. They should structure their sessions
in mind that they maximum they can see a client is one year.
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Contact with peers. The traineeship process is done in tandem with fellow trainees both
at their site and in classes, which can help normalize the experience. Fellow trainees can act like
a mirror to their development as they can see themselves and others go through the same
experiences. Fellow trainees can help to normalize anxiety and help with learning from one
another on how to conceptualize cases (Biscoff et al., 2002; Edwards & Patterson, 2012).
Because of the joint learning that takes place within a cohort of trainees, group
supervision is included as part of the practice (CA BBS, n.d; Cooper-Haber & Haber, 2015;
MFT, n.d). The MFTT have group supervision at the site for two hours a week and have a three-
hour practicum/fieldwork class with their classmates. Practicum/fieldwork class with peers not in
their same clinical placement is helpful because different settings, populations and viewpoints
allow for knowledge to be acquired and also help them conceptualize their clients (Biscoff et al.,
2002; Petrila, Fireman, Fitzpatrick, Hodas & Taussig, 2015).
Personal life events. Personal stress including personal distractions and events can affect the
trainees’ therapeutic development. Within the traineeship, Hamel and Laraway (2004), found
seven events that happen to the intern in the first year: immersion in an agency setting, wide
array of client issues, multicultural issues, individual and group supervision, legal and ethical
considerations, exploration of self as therapist, and skills applicable to court-ordered clientele.
These events can be discussed with supervisors and peers as they can become personal stressors
and cause stress and anxiety.
Risk-taking is an intricate part of traineeship. Hamel and Laraway (2004) describe therapy as
risk taking on both the side of the therapist and the client and that itself can be emotionally and
mentally draining. In addition, it can be hard to leave the case just in the office and that can
cause additional stress as it can feel as if it is all-consuming in the trainees’ life. The stress of
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learning the art of therapy while also dealing with someone else’s problems, can confuse the
boundary between ones’ personal problems and one’s ability to help (Biscoff et al., 2002; Paris
et al., 2006; Rosenberg & Pace, 2006; Solway, 1985; Wetchler & Piercy, 1986).
Personal stressors in conjunction with the stress of the traineeship program can be
overwhelming for a trainee. Polson and Piercy (1993) interviewed students and found stress from
program, faculty and family demands were influencing the trainees’ personal stress levels. They
also interviewed the trainees’ spouses and found levels of social isolation in the first year and
anger towards the program present. The stress their spouses were experiencing also affected the
students. Polson and Nida (1998) found similar results when they looked at personal stressors
within a traineeship program and found that the number of hours students worked outside of
school and numbers of hours their significant other worked were potential high stressors. Thirty-
three percent of the students worked 10 to 20 hours and 24% worked 31 to 40 hours. Because of
these stresses, 27% had considered dropping out. Stressors can affect not only the trainees sense
of self but also their ability to help the clients fully. It is very important to support trainees
through personal stressors and monitor work with clients in supervision to make sure they are
getting the supports needed to still be productive therapists.
Because of the personal nature of conducting therapy and the personal stressors that can
arise, it is recommended for students to attend their own therapy (Norcross, 2000; Paris et al.,
2006). These therapy hours count towards licensure maxing out at 100 and can be triple counted
towards the final 3,000 hours (CA BBS, n.d.). By going to therapy themselves, they can work
through their own personal difficulties as well as learn how therapy is conducted.
Within the traineeship site itself, activities can be added to increase processing personal
experiences. One of the suggestions is having a journal for the trainees to reflect their ideas and
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self-journey through the process. The journals allow for working through many of these issues
that can arise while learning to conduct therapy (Edwards & Patterson, 2012). The journals can
help self-reflection of the trainees on the process and also help to remind the trainees of events
and situations to bring up in individual and group supervision.
Because of the stress that therapy can exert on trainees, an emphasis on self-care needs to be
made a premium (Franco, 2015; Mutchler & Anderson, 2010; Paris et al., 2006; Rosenberg &
Pace, 2006). Harris, Martin, and Martin (2012) looked at the relationship between psychological
well-being and positive psychological functioning, which includes self-acceptance, positive
relations with others, autonomy, environmental mastery, purpose in life, and personal growth.
They found that overall psychological well-being had the highest correlation with perceived
wellness. By putting a focus on taking care of one’s self, and making sure everyone is taking
breaks and not taking on too much, can help prevent burnout and help the trainees stronger
clinicians (Franco, 2015; Mutchler & Anderson, 2010; Norcross, 2000; Rosenberg & Pace,
2006).
With personal stressors, it is important to monitor the situation and build rapport with the
trainees on a personal level so they feel like they are being supported at their traineeship. It is
also important for the trainees to be encouraged to participate in personal therapy to work
through issues. Within that, stress management and self-care will be made a premium by
integrating it into the curriculum.
Organizational concerns. To assist with the causes of specific site concerns like training,
intake procedure, hours, and paperwork, suggestions involving supervision and office policies
will be considered.
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Supervision is considered a hallmark of the traineeship as it is a crucial for the
development of the trainee as a skilled clinician. For many trainees, there is an unclear division
between supervision, consultation, and training (Storm, Todd, Sprenkle, & Morgan, 2001).
Focusing on supervision can assist in the conceptual differences between these concepts.
Supervision at LC occurs two times a week in both an individual and group setting, and a
personal relationship is formed between the MFTT and supervisor. Per Miller (2010), there is
structure of clinical competence that goes from Knows to Knows How to Shows How to Does.
Within this model, moving from knowledge in the classroom to practicing those skills with
clients can be a difficult transition. Supervision can help with this process as the intern gains
clinical skills and can depend on their supervisor to help them with support. The mentoring
relationship of supervision has been proven to be satisfying for the trainees (Cooper-Haber &
Haber, 2015). Within this supervisory relationship, clinical topics like transference,
countertransference, resiliency, boundaries, and letting go, are worked on and discussed (Hamel
& Laraway, 2004; Paris et al., 2006; Petrila, et al., 2015). These topics are unique to the mental
health profession and must be worked on closely in supervision, which adds to the intimacy of
the relationship.
Supervision can be challenging on the trainee as it can be mentally straining. Because
supervision is an intimate relationship and involves constructive criticism, it has been ranked as
trainees’ least favorable training activity (Edwards & Patterson, 2012). Supervisors need to
reference specific behaviors to alert the MFTT attention to it and that can be difficult for the
trainees at first (Biscoff et al., 2002; Friedman & Kaslow, 1986). The trainees need to understand
that it is not a personal attack, but is being used to call attention to the behavior so they can work
through it. Supervisors need to be supportive when providing suggestions for improvement and
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open and welcoming of mistakes to show the trainees that this is a learning experience and a
growth process (Biscoff et al., 2002; Edwards & Patterson, 2012). It is also crucial for the
supervision relationship to possess qualities such as trust, self-reflection, and growth to help with
this therapeutic transition (Petrila et al., 2015). Even with all the trials and tribulations that can
happen in supervision, by the end of training, it is considered very valuable by the trainees with
their personal therapeutic development (Friedman & Kaslow, 1986; Kaslow and Rice, 1985).
Many trainees see their supervisor as a reservoir of knowledge, for which they rely on
until they gain their own skills. Because of this reliance, supervisors should be strong clinicians
themselves with a wide range of experiences (Hamel & Laraway, 2004). These strong clinical
skills should include reflective listening, goal setting, referring to ethical and legal guidelines,
and, making clear the theory to practice (Petrila et al., 2015).
Within the open environment of supervision, it is important to take a positive psychology
approach and come from a strength-based model to help promote growth (Paris et al., 2006).
Among the sources of growth include: self-awareness, confidence, open-mindedness,
communication, validation, and knowledge building (Paris et al., 2006). By tapping into these
non-deficit sources, it can help to regulate self-confidence and self-efficacy in the trainees.
Other Curricula
When exploring other curricula, there were not many publications describing MFT-
specigic traineeships. This result is not surprising since programs and traineeships are unique for
each site. When expanding to include similar areas of mental health, like Counseling Psychology
and Masters of Social Work (MSW), there were two models found that can be used for laying the
foundation for the MFT Traineeship: cyber counseling and fostering healthy futures.
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Cyber counseling. Mishna, Sawyer, and Bogo (2013) discuss having MSW trainees
conduct therapy through asynchronous e-mail communication. When the trainees received a
referral, they would first meet with the student in person and conduct the intake assessment.
From there, the student could opt in for cyber counseling and continued to meet virtually through
e-mail communication. These asynchronous sessions lasted the full semester. When assessed
afterwards, students felt cyber counseling increased accessibility as it could be answered from
anywhere at any time. It was found especially beneficial for students that commuted long
distances to campus, when student had high anxiety during midterms and exams, and during
breaks in the school year. The sessions acted like an anchor to campus even when the students
were not physically there. Also, students felt comfortable to disclose personal and intimate
details over e-mail showing that rapport and trust can be built though they were not having in
person sessions. The MSW trainees agreed it helped with accessibility, but found it difficult not
being able to notice nonverbal communication, such as visual and auditory cues, when
communicating.
Relating to the MFT curriculum being designed, it is possible to see a pathway of how
MFTT could expand to an online environment when necessary. The CA BBS allows for
telehealth counseling, counseling that occurs over the phone or online while the therapist and
client are in two separate locations, to count towards face-to-face hours (CA BBS, n.d.).
Haberstroh, Barney, Foster and Duffey (2014) conducted a study looking at state licensing
boards across mental health fields, including MFT, and found that 67% of states, including
California, had some regulations and guidance in online counseling and psychotherapy. The
California Marriage and Family Therapy Board (CAMFT) have rules that allow online
psychotherapy (California Association of Marriage and Family Therapists, n.d).
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Haberstroh, Duffey, Evans, Gee and Trepal (2007) conducted a qualitative study
involving seven interns that were matched with students that received course credit for online
counseling sessions. Six themes were found to be influential on the process: technical issues,
reflections of the counseling process, feedback online without verbal and visual cues, slower
communication/pacing of session, online coaching convenience, and interacting from a personal
space. These themes were found to hinder the online counseling relationship, minus the
convenience factor, as they distracted both the student and intern from the session.
Hertlein, Blumer and Smith (2014) found that 83% of MFTs have used electronic means
to communicate with clients. However, many do not feel it is a positive strategy to conduct just
online treatments and felt it is best used as a supplement in conjunction with face-to-face
therapy. These beliefs may be due to that idea that the therapeutic alliance may not be as strong
in an online environment and may lack empathy and sensitivity, similar to how the trainees felt
in Mishna et al. (2013) and Haberstroh et al. (2007).
Griffin (2015) mentions that it is crucial to ensure the security settings in online options
like Skype meet HIPAA requirements. The LC currently has an Adobe Connect license that
would meet the requirements for security. Online coaching would expand the trainees’
knowledge base as well as help assist students outside of the business hours’ timeframe.
Fostering Healthy Futures. Petrila et al. (2015) explore a 30-week program at a field
placement site called Fostering Healthy Futures. It includes an orientation with a complete
manual, a robust supervision model and seminar training for the trainees. The trainees’ journey
begins with a three-day orientation and continues through the rest of the year. This strong lead in
at the beginning allows for early learning about their work site, and role expectation which has
been shown to be a great benefit and also lessen anxiety throughout the intern year (Knight,
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2001). The orientation comes with a complete manual including discussions, lectures, handouts,
policy and agency information, glossary of terms, goals and structure of traineeship, journal
articles, Code of Ethics, and tips for a successful traineeship.
Once placement begins, the trainees attend weekly seminar sessions that last 60 to 120
minutes. The seminar has three outcomes: to share pragmatic information with the trainees,
generate discussion on topics relevant to the traineeship work, and connect the traineeship to a
broader community context. The seminar contains topics relevant to daily work in the field, and
trainings on principles like attachment, suicide assessment, trauma, and violence. Half of the
sessions were led by clinical staff and the other half were led by outside experts, which allows
for variety in training. Through the seminar, the trainees are allowed to reflect on what they are
doing with their clients, integrate theory from the classroom into their work, as well as stay up-
to-date on current practices in the field.
When the program was completed, the trainees stated in their final assessments that the
program met their needs of support, was relevant to their graduate work they had learned in the
classroom, and exceeded their overall expectations. The organization of the traineeship seems to
have contributed to the effectiveness of the trainees. Also of note is that once trainees completed
the program, they went on to have a diverse range of second-year traineeships and careers
outside of the realm of the fieldwork. This result shows that even though the students may not
have stayed with that same population, the skills and knowledge they gained were easily
transferrable to other populations and settings.
This curriculum shows that having a well-planned and thought-out curriculum from the
beginning allows for streamlining the curriculum. For the trainees, it helps with lessening their
anxieties as everything is laid out and organized, such as an orientation binder with helpful hints
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and tips. The seminars allow for the classroom learning to relate directly to the traineeship and
the field of mental health. The robust training prepares them for professional opportunities after
the traineeship year as they focus on building their own career. Fostering Healthy Futures is
highly structured curriculum which lends credibility to the idea that including both structured
trainings as well as seminars on current research in the field can be a positive in the trainees’
outcomes for the program.
In summary, this analysis of the problem has explored five main sections: statement of
the problem, learner characteristics, causes, suggestions, and other curricula. Throughout these
sections, it can be seen what needs to be included to be considered a successful and helpful
curriculum. By expanding the search to include other similar programs such as Masters of Social
Work and Masters of Counseling Psychology, a foundation of what needs to be a part of the
curriculum and what needs to be learned has emerged. This foundation includes the importance
of supervision, the flexibility to meet clients where they are, and that creating a highly structured
training can help develop trainees that are new to the mental health field become competent
clinicians as they enter the work force. These sections will help guide the development of the
MFT trainee curriculum.

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CHAPTER TWO: CURRICULUM OVERVIEW
Curriculum Description
Discussed in this section is an overview of the curriculum including a description of
curriculum, learner description and context, theoretical framework and research-based practices,
designer justifications, designer bias, outcomes, assessments, and activities.
The purpose of this curriculum is to educate the MFTT on how to work with college
students on issues of executive functioning and self-regulation concerns as they relate to
academics. Being trainees will allow them an opportunity to gain hours needed for graduation
and eventually licensure. The MFT program was designed with all the licensure requirements
including the 240 face-to-face hours for graduation that can be counted towards the 3,000 hours
receive for licensure (MFT, n.d.).
Within the curriculum, there is foundational knowledge that is needed for working with
college students including student development theory and how it relates to case
conceptualization. Important concepts for becoming a component clinician including diagnosis
using the DSM-5, mental health concepts such as transference and countertransference, and
supervision are also integrated. The curriculum will be constructed as nine units covering 44
modules across the traineeship year and includes appropriate assessments and activities,
including events such as modeling, feedback and practice, that align with the curriculum
outcomes.
The curriculum is presented in two parts: the first part is the trainee overview, and the second
part is the instructor overview. The trainee overview will serve as an advanced organizer for each
module and include learning outcomes, pre-meeting readings, pre-meeting videos, pre-meeting
activities, discussion questions on readings, and an agenda for the meeting. The instructor
MFTT CURRICULUM

39
overview will be an advanced organizer for the instructor. It includes the module name and
description, learning outcomes, connection to the MFT Program Course Connections, guiding
and discussion questions for the unit, pre-readings, pre-videos and pre-activities. Within the
activities are descriptions of the purpose and how the activity is to be run in the meeting. The
activities usually follow a similar format of a pre-assessment, discussion and questions on the
readings, review of the material, application of the material and case scenarios or studies. To
finish the instructor overview, it will list all the handouts needed, the assessments, the takeaways
from the unit and the connections to other units. The instructor overview folder also includes
reading notes and additional files that can be used to expand the unit if necessary.
The curriculum divides the information into manageable and non-overwhelming pieces by
presenting one topic a week. By designing the topics to be singular each week and connecting to
the weekly Monday morning professional all-staff meeting will help to bolster learning. Since
the curriculum will take place over a full year, it allows the trainees time to process all the facets
of clinical training.
The curriculum is also highly adaptable. Inherently built into the curriculum is the ability for
it to be flexible and be modified to meet the needs not only of the Center but of the trainees
themselves. Any of the modules can be modified and shortened by removing readings and/or
videos as well as also be able to split to expand the time spent on the unit. Even though it is
designed to be used as one module per week, it could be used as multiple modules a week or
every other week. The additional files in the instructor overview can be used to substitute or add
to any of the current readings.

MFTT CURRICULUM

40
Learner Description and Context
The intended audience for this curriculum will be the MFTT. The MFT students are a
majority female. Some have graduated with a Bachelor’s of Arts or Science in the past few years,
while others are older and returning to school to start a new career. For the entering Class of
2015, there are 44 students that are 93% female, and an average age of 26 with a range of 21to
52 (MFT, n.d.). There are no common past experiences except for the knowledge base from
classes. This academic knowledge translates into the foundation of what will be used when
working with clients at traineeships. The MFT curriculum consist of six full-time semesters with
22 classes. In the first year, before beginning their traineeship, the trainees take 11 classes
covering the basics of the counseling process, ethics, theories, mental health, psychopathology
and psychopharmacology. As they enter the traineeship, the MFT trainees should understand
various counseling theories for working with clients, how mental health diagnoses are given
using the DSM-5 as well as treatments including talk therapy and medication for clients (MFT,
n.d.). The traineeship allows the MFTT to implement their academic knowledge in a clinical
setting. The MFTT will need to have a refresher on the mental health theories and learn the
educational psychology theories, student development theories and how to work with students
that are experiencing self-regulation and executive functioning difficulties as these topics are not
covered in their classes.
The curriculum allows the MFTT to learn how to work with college students struggling
with academic concerns. The college students seeking assistance benefit from the structured
curriculum as the MFTT will be highly trained to assist them. The MFTT will be able to transfer
what they learn to other domains post-graduation as they work for community agencies and/or
begin to start their own private practices. The curriculum will be facilitated by the site supervisor
MFTT CURRICULUM

41
and curriculum coordinator of the Center. Even though it is developed for use at the LC, it can be
adapted to be used at other learning and academic centers.
There is prior knowledge needed for both instructors and learners of the curriculum. For
the instructors understanding the requirements of the CA BBS for a MFT trainee site (CA BBS,
n.d.) including the need for a 4-way agreement between the site, school, and program (MFT,
n.d.). The instructors of the curriculum also need to understand the foundation provided by the
USC MFT program and the requirements for graduation of earning 240 face-to-face hours (MFT,
n.d.). The CA BBS requirements are also crucial for the MFTT to comprehend to ensure they are
on track for graduation and licensure.
Serving as a site supervisor requires licensure in California for at least two years prior
and a six-hour training to be able to supervise (CA BBS, n.d.). To be able to properly train the
trainees, a level of expertise in mental health and self-regulation in college students is required.
A deep understanding of mental health theory such as Cognitive Behavioral Therapy (CBT)
(Beck, 1967/1976/1991), Motivational interviewing (MI) (Miler & Rollnick, 2002), positive
psychology (Seligman, 2006/2013), mindfulness (Kabat-Zinn, 1990/2012) among other theories
and how they relate to college students is a necessity. Additionally, an understanding of student
development theory including Pascarella and Terenzini’s (2005) theory on how college effects
students, Chickering and Reisser’s (1993) vector theory, Schlossberg et al. (1995) transition
theory, Astin’s (1975/1984) retention, and Tinto’s (1987) retention theory are also important.
Along with those theories, theories such as Erikson’s (1968) psychosocial theory, Perry’s (1968)
and Piaget’s (1968/1969) cognitive theories, Kohlberg’s (1968) and Gilligan’s (1982) moral
development and the ethnic/racial theories (Cass, 1979; Cross, 1991; Helms, 1990; Kim &
Atkinson, 2002; Phinney, 1990; Ruiz, 1990) will be critical for case conceptualization. An
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understanding of self-regulation (Zimmerman, 2000), self-efficacy (Bandura, 1993) and
executive functioning (A. Barkley, 2011; Diamond, 2013/2014) are also foundational.
Theoretical Framework and Research-Based Practices
The theoretical framework that guides the curriculum include both educational
psychology and motivation theories such as cognitive load theory, self-regulation and self-
efficacy. These theoretical backgrounds are important for covering what the MFTT’s need to
know to work with college students and how to become a component clinician.
Cognitive load theory (CLT). Cognitive load theory positions that the limits of human
cognition should be considered when designing curriculum. CLT states there are three type of
loads: intrinsic, extraneous and germane, that interact. Cognitive load is limited by the capacity
of the working memory so if the total cognitive load reaches capacity, it can become overloaded
and make new learning challenging. Focusing on lessening the extraneous load, while increasing
germane load, and managing intrinsic load (Kirschner, Ayres, & Chandler, 2011; Kirschner,
Kirscher, & Paas, 2006) can help the cognitive load from being overwhelmed. In the curriculum,
this will be applied both in the framework of the units to ensure the lessons are manageable as
well as in practice with clients.
Self-regulation. Mayer (2011) states that self-regulated learners have metacognitive
awareness and control. These skills are crucial to be able to monitor one’s performance in an
academic setting (Dinsmore, Alexander & Loughlin, 2008; Glenn, 2010). Dembo and Eaton
(2000) discuss the six main components of self-regulation for students to master: motivation,
methods of learning, use of time, physical environment, social environment, and monitoring
performance. These components are important for students so the MFTT should understand how
to assist in acquiring these skills. By teaching the students the components and skills of self-
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43
regulation, they can begin to adapt them for best use. The MFTT need to understand self-
regulation for themselves so they can assist the students they work with on similar issues.
Self-efficacy. Self-efficacy developed out of Bandura’s (1993) social cognitive theory,
and the interaction between person, behavior and environment. Self-efficacy is the belief of how
one will perform on a specific task. Self-efficacy can help predict choice, persistence and mental
effort. Someone with high self-efficacy is more likely to take on the task and feel they will
succeed while someone with low self-efficacy may shy away from the task. By ensuring that the
MFTT feel confident in their skills to work with struggling college students, it can help them feel
highly self-efficacious.
Design justifications and acknowledgement of designer bias
Creswell (2014) states that when doing research, there will be biases present and this
curriculum is no different. The curriculum coordinator herself graduated from the MFT program
in 2011. Even though her personal traineeship was not at LC, she can use her own experiences to
reflect on the program and what is and is not reasonable to expect of trainees. For the site
supervisor, there is a chance that they could serve as a professor in the MFT program. If the
trainees have them both as a professor and supervisor, that could be a conflict of interest and will
need to be worked around as much as possible.
Curriculum Outcomes
Anderson and Krathwohl (2001) discuss how utilizing Bloom’s taxonomy as a framework for
outcomes helps to focus attention and efforts on what needs to be learned and accomplished by
the completion of a program. This curriculum is made to be used with incoming MFTT. It
utilizes Bloom’s taxonomy to help categorize in order the skills that need to be accomplished by
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44
the end of the traineeship year. The curriculum outcomes that are posted below were chosen
regarding the context of the MFT program and LC site specific requirements.
For the MFT program graduation requirements, the MFTT need to accrue 240 hours of
face-to-face clinical contact. The MFT program states in their mission that students are trained to
identify and develop strengths to help clients overcome barriers to their well-being. To match
this mission, the MFT program has practicum and fieldwork classes where a premium is put on
supervision, clinical skills, strategies, interventions, and procedures such as intake interviews,
assessments, case conceptualization, and case management, that are critical for the knowledge
base of working in the mental health profession (MFT, n.d.). The LC MFT curriculum will
model these ideas within the outcomes to ensure that the goals of the programs are also made
clear within the goals of the curriculum.
Since the LC opened in 2011, it has taken a strengths-based approach while working with
students to enhance learning strategies while utilizing a strong background in student
development theory, learning theory, and understanding disability and learning differences for
case conceptualization (KCLC, n.d.-a). These skills are critical for the MFTT trainees to thrive in
the center as well as in the future working with college students. These skills are embedded into
the outcomes as overt theories and practices that need to be understood to succeed in working
with college students.
By the end of this curriculum, MFT Trainees at the LC will be able to do the following
within their 240 face-to-face clinical hours:
1. Classify DSM5 criteria for disabilities and disorders including ADHD, Specific Learning
Disability, and psychiatric disorders such as depression, anxiety, bipolar, schizophrenia and
autism spectrum disorders.
MFTT CURRICULUM

45
2. Apply student development theory related to undergraduate students seeking assistance from
LC to promote psychosocial, cognitive, moral, and student development.
3. Apply appropriate strategies with undergraduate students seeking assistance from LC to
promote self-regulation, motivation, and executive functioning components.
4. Implement Cognitive Behavioral Therapy (CBT), growth mindset and positive psychology,
and mindfulness strategies into sessions with undergraduate students
5. Evaluate students in an Intake format at least two times per week.
6. Administer psycho-educational assessments of students.
7. Collaborate with others in a multidisciplinary team to discuss and analyze appropriate
strategies.
8. Reflect on their clinical self and analyze their personal strength and weaknesses in a
therapeutic relationship, including analyzing transference, countertransference, and self-
awareness.
Curriculum Assessments
Mayer (2011) explains that assessments are crucial for understanding the learning that is
taking place. Assessments come in three main forms: pre-assessment, formative, and summative,
and the curriculum will incorporate all three forms in different capacities. Many types of
assessments are incorporated into the curriculum including quizzes, discussions, and
presentations that are connected to the outcomes, theoretical framework, and learner
characteristics.
Types of assessment. Most units start with a short pre-assessment in the form of a
knowledge check, short quiz, discussion or question to access their levels of knowledge on the
topic. Interactive activities are embedded into units as a type of formative assessment. A
MFTT CURRICULUM

46
summative assessment in the form of a case scenario or study happens as a culmination for each
unit to ensure that the trainees are meeting the individual unit outcomes.
In addition to the unit assessments, an overarching theme of goal setting has been
implemented in the curriculum. At the beginning of each semester, the trainees will embark on a
journey of creating SMART (Specific, Measurable, Action-Oriented, Realistic and Time-Bound)
goals (Dembo & Seli, 2016; Smith, 1994) that allows for stating goals they want to accomplish
in the semester in both personal and professional realms. These goals will be evaluated in the
middle of the semester and at the end of the semester to see if the trainees accomplish their
SMART goals.
Some of the other assessments will be numerical goals, such as counting the number of
intakes and psycho-educational assessments that are done per week, month, semester and year to
ensure the trainees are meeting the requirements. Some of the assessment will be more informal,
such as noticing the level of engagement that the trainees have in meetings, both training and
supervision, to see if their understanding of the material is being implemented in their
discussions and explanations of topics.
Two summative assessments that occur are in the Wrap-Up unit. It allows them to
evaluate how well they did on completing their SMART goals they established at the beginning
of the semester. Another summative assessment is a final case study that brings together their
background knowledge and understanding about topics such as DSM-5 criteria, student
development theory, learning theory, CBT, MI and other therapy strategies.
To ensure the metacognitive component of self-reflecting on the development of their
clinical self, strengths and weaknesses, an individual reflection journal is given to each trainee
(Edwards & Patterson, 2012). They are not graded or read by anyone other than the trainee but it
MFTT CURRICULUM

47
will be referenced in their supervision meetings to monitor their personal development through
the traineeship year.
Appropriateness. Keeping the assessments short allows for implementing elements of
cognitive load theory to ensure that the trainees are not overwhelmed with information
(Kirschner, et al., 2011; Kirschner, et al., 2006). Varying the type of assessments embedded in
the curriculum benefits the cohort of trainees in learning from one another as they process the
units as a group (CA BBS, n.d; Cooper-Haber & Haber, 2015; MFT, n.d). The personal journals
relate to the ideas of metacognition (Baker, 2006; Flavell, 1979) and how self-monitoring can
assist with learning. The semester goal setting gives the trainees a chance to engage in both self-
regulation (Zimmerman, 2000) and self-efficacy (Bandura, 1993) to monitor and regulate their
learning over a longer period of time.
Curriculum Activities
Mayer (2011) states that appropriate activities, such as testing, self-explanation,
questioning and elaboration, help to facilitate learning. These activities allow for engaging in
meaningful learning by selecting, organization, and integrating the information into what they
already know. Activities including readings and discussions relating to learner characteristics and
theoretical framework are embedded into the curriculum.
Some of the topics that are discussed include learning theory, motivation theory, and
various diagnosed disorders such as depression, anxiety, bipolar among others. Contact with
clients’ is built directly into the curriculum units with mock sessions and role plays so trainees
can gain experience and know how to act and what to say.
Supervision is one of the main components of traineeship development (Friedman &
Kaslow, 1986; Kaslow and Rice, 1985). It is crucial to set the trainees at the beginning with three
MFTT CURRICULUM

48
supervision units, two group and one individual, so that they can see up to fifteen clients if
needed. One of the group supervisions is processed based including case presentations and case
review. The curriculum will be implemented during the second two hour meeting every week
that will shadow the topics covered at the larger Monday training meeting with the full staff. The
types of activities included will be weekly readings related to the topic, discussions, and
worksheets that allow for making deeper connections utilizing the higher levels of Bloom’s
taxonomy. For example, in the unit on depression, there is pre-reading about the DSM-5 criteria
for depression, and an article or two on depression and college students. The activities include a
worksheet on the parts of the DSM-5 criteria that are important for diagnosis, a discussion on the
use of strategies and why they may or may not work with a student that has a depression
diagnosis, and two case studies. Ensuring that the lessons of the units have a connection to the
outcomes as well as to the issues typical of college student development, will help the trainees
develop their knowledge base of how to deal with various client.
Evaluation Plan
Evaluating the curriculum effectiveness to alleviate the causes and assist with the
solutions mentioned above is of the utmost importance. Using the first three Kirkpatrick (2006)
levels: Reactions, Learning, and Transfer will ensure that the curriculum is being utilized
effectively with the MFTT. The Reaction level explores satisfaction and relevance at an
immediate level (Champion, 2002; Kirkpatrick, 2006). This level consists of instant check-ins
and reactions at every meeting by asking the MFTT what worked for them, what did not, what
was helpful, what was not, and what would they would like to change. The facilitator of the
curriculum would also want to monitor the MFTT’s levels of engagement and other reactions
during the curriculum meeting. The Learning level explores knowledge, skills, and attitude that
MFTT CURRICULUM

49
were acquired through the curriculum (Champion, 2002; Kirkpatrick, 2006). This level consists
of monitoring their answers during the case studies and scenarios to see how they are applying
the new information they just finished discussing and learning.
The Transfer level explores how the training has been implemented while working in the
LC (Champion, 2002; Kirkpatrick, 2006). This level consists of engagement in the larger staff
meeting during case presentations and with their student caseload. To ensure transfer is
occurring, it is important the case studies and case scenarios are based on real student cases and
that the MFTT are aware of that as well. It is also built into the curriculum with the role plays
and activities that are done to ensure they are mirroring the work they will complete with
students. It would be important to also integrate this level with the supervisors into supervision
so they are hearing the same information from all outlets.

Running head: MFTT CURRICULUM 50
Table 1

Scope and Sequence Chart
Units Modules (I=
Introduced
R=Reinforced
M=Mastered)
MFT Classes Apply
student
developm
ent
theory
related to
undergra
duate
students
seeking
assistance
from LC
to
promote
psychoso
cial,
cognitive,
moral,
and
student
developm
ent.
Apply
appropria
te
strategies
with
undergra
duate
students
seeking
assistance
from LC
to
promote
self-
regulatio
n,
motivatio
n, and
executive
functioni
ng
compone
nts.
Implemen
t
Cognitive
Behaviora
l Therapy
(CBT),
growth
mindset
and
positive
psycholog
y, and
mindfuln
ess
strategies
into
sessions
with
undergra
duate
students.
Evalu
ate
stude
nts in
an
Intak
e
form
at at
least
two
times
per
week
.
Adminis
ter
psycho-
educati
onal
assessm
ents of
student
s.
Collaborat
e with
others in a
multidiscip
linary team
to discuss
and
analyze
appropriat
e
strategies.
Reflect on
their clinical
self and
analyze their
personal
strength and
weaknesses in
a therapeutic
relationship,
including
analyzing
transference,
countertransf
erence, and
self-
awareness.
Introduc
tion
Introductions Practicum,
Fieldwork

I I

LC Psychopathol
ogy

R R
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Ethics Practicum,
Fieldwork,
Ethics

R R
Ed Psych
Theory
Student
Development
Theory
Psychopathol
ogy, Lifespan,
Child
Development
I

Goals/Motivat
ion

R I

R

Executive
Functioning
Psychopathol
ogy, Lifespan,
Child
Development
R I

Self-
Regulation

R I

Metacognitio
n/IPS

R I

Psych
Theory
Motivational
Interviewing
Counseling
Theories,
Practicum,
Fieldwork

R I

Growth
mindset
Counseling
Theories,
Practicum,
Fieldwork
R R I

Positive
psychology/fl
ow
Counseling
Theories,
Practicum,
Fieldwork

R I

Grit Counseling
Theories,

R I

MFTT CURRICULUM

52
Practicum,
Fieldwork

Cognitive
Behavioral
Therapy (CBT)
Counseling
Theories,
Practicum,
Fieldwork

R I

Mindfulness Counseling
Theories,
Practicum,
Fieldwork

R I

Paperw
ork
Intakes Counseling
Process,
Practicum,
Fieldwork

I

Student Files
Paperwork
Counseling
Process,
Practicum,
Fieldwork,
Ethics

R

Progress and
process notes
Counseling
Process,
Practicum,
Fieldwork,
Ethics

R

R

First Sessions Counseling
Process,
Practicum,
Fieldwork

R

Cognitive
Load Theory
Counseling
Process,

R

R
MFTT CURRICULUM

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Practicum,
Fieldwork
Study
Strategi
es
Time
management

R

R

Procrastinatio
n

R R

R

Organization

R R

R

Reading

R R

R

Note-taking

R R

R

Writing

R R

R

Test/Exam
Strategies

R R

R

Self-
Care
Stress
Management

R R

I R R

Self-Care

R R

R
Assessm
ents
LASSI Research
Methods,
Measurement

R

Assessment Research
Methods,
Measurement

R

Likely
Student
Diagnos
es
Self-
Harm/Suicidal
ity
Psychopathol
ogy,
Psychopharm
acology

R R R

ADHD Psychopathol
ogy,
Psychopharm
acology

R R R
MFTT CURRICULUM

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Anxiety Psychopathol
ogy,
Psychopharm
acology

R R R

Depression Psychopathol
ogy,
Psychopharm
acology

R R R

Specific
Learning
Disorder (SLD)
Psychopathol
ogy,
Psychopharm
acology

R R R

Autism
Spectrum
Disorders
(ASD)
Psychopathol
ogy,
Psychopharm
acology

R R R

Bipolar Psychopathol
ogy,
Psychopharm
acology

R R

Personality
disorders
Psychopathol
ogy,
Psychopharm
acology

R R

Schizophrenia Psychopathol
ogy,
Psychopharm
acology

R R

Psychopharm
acology
Psychopathol
ogy,

R R
MFTT CURRICULUM

55
Psychopharm
acology

Grief/Loss Psychopathol
ogy,
Counseling
Theories,
Lifespan
R

R

R R
Wrap-
Up
Wrap-Up

M M M M M M M

Career/Next
Steps
Practicum,
Fieldwork
M M M M M M M
Running head: MFTT CURRICULUM 56
Unit and Module Learning Outcomes
Unit 1: INTRODUCTION
Unit 1A: CA BBS and MFT (collaborate with a team, reflect clinical self)
1. Describe the CA BBS and the relationship with MFTT
2. Articulate year trainee schedule
Unit 1B: Learning Center (collaborate with a team, reflect clinical self)
1. Articulate the history of the Learning Center and the students that it serves
2. Evaluate academic coaching and how it differs from therapy
3. Interpret how students diagnosed with a disability can receive assistance from academic
coaching
Unit 1C: Ethics (reflect clinical self)
1. Generalize various ethical codes for MFTT
2. Compare commonalities between ethics laws for MFTT
3. Evaluate HIPAA and FERPA and how it protects students’ confidentiality
Unit 2: EDUCATIONAL PSYCHOLOGY
Unit 2A: Student Development Theory (student development theory)
1. Interpret theories that underlay working with undergraduate students
2. Explain brain development in undergraduate students
3. Demonstrate the connectivity of the various development theories when working with
students
Unit 2B: Goals/Motivation (educational psych principles, development theory, reflect client
self)
1. Create 2 SMART goals for the traineeship
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2. Examine the motivation theories including goal orientation, attribution theory, and self-
worth, that are common when working with college students
Unit 2C: Executive Functioning (educational psych principles, development theory)
1. Articulate the 6 buckets of executive functioning
2. Illustrate how executive functioning relates to brain development
Unit 2D: Self-Regulation (educational psych principles, development theory)
1. Articulate the 6 components of self-regulation
2. Demonstrate how issues with self-regulation in college students can lead to academic
problems
Unit 2E: Metacognition/IPS (educational psych principles, development theory)
1. Articulate the parts of the Information Processing Theory
2. Compare and Contrast brain development with IPS
Unit 3: PSYCHOLOGY THEORY
Unit 3A: Motivational Interviewing (educational psych principles, mindfulness)
1. Discuss the relationship between Academics and Motivational Interviewing
2. Discriminate Motivational Interviewing strategies by stage
Unit 3B: Growth Mindset (educational psych principles, development theory, growth mindset)
1. Explain difference between growth and fixed mindset
2. Employ strategies to change statements from fixed mindset to growth mindset language
Unit 3C: Positive Psychology/Flow (educational psych principles, development theory)
1. Describe aspects of positive psychology
2. Examine components of flow with positive psychology

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Unit 3D: Grit (educational psych principles, positive psych)
1. Describe aspects of grit
2. Evaluate grit in relation to academic self-regulation
Unit 3E: Cognitive Behavioral Therapy (educational psych principles ,CBT)
1. Articulate the tenets of CBT
2. Examine CBT with growth mindset lens
Unit 3F: Mindfulness (educational psych principles, mindfulness)
1. Articulate the benefits of mindfulness
2. Interpret mindfulness in the course of therapy
Unit 4: PAPERWORK
Unit 4A: Intakes (Intakes)
1. Describe intake procedure including signup and the actual Intake
2. Practice intakes with at least two other people
Unit 4B: Student Files Paperwork (Intakes)
1. Describe the types of paperwork that are needed in the course of therapy
2. Create sample file with paperwork in the correct place
Unit 4C: Progress and process notes (Intakes)
1. Discuss the types of notes required with students
2. Evaluate types of notes for differences
Unit 4D: First sessions (Intakes)
1. Articulate steps in first sessions with a student
2. Practice first session with a fellow trainee

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Unit 4E: Cognitive Load Theory (Cognitive load)
1. Analyze the 3 parts of Cognitive Load Theory
Unit 5: STUDY STRATEGIES
Unit 5A: Time Management (Collaborate, educational psych)
1. Describe components of time management
2. Practice creating weekly and semester calendar
Unit 5B: Procrastination (Collaborate, educational psych)
1. Articulate the difference between skill versus will
2. Examine the relationship between time management and procrastination
Unit 5C: Organization (Collaborate, educational psych)
1. Describe time estimation
2. Create action plan/to do list
Unit 5D: Reading (Collaborate, educational psych)
1. Articulate SQR3 (Survey-Question-Read-Recite-Review)
2. Practice reading with strategies
Unit 5E: Note taking (Collaborate, educational psych)
1. Articulate note-making versus note-taking
2. Practice of note-taking with and without strategies
Unit 5F: Writing (Collaborate, educational psych)
1. Describe outlining for a paper
2. Create paper outline for an upcoming assignment
Unit 5G: Test Strategies (Collaborate, educational psych)
1. Articulate test strategies and how they vary for different types of tests
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2. Examine testing accommodations and how they vary depending on the diagnosis
Unit 6: SELF-CARE
Unit 6A: Stress Management (Collaborate, educational psych, assessment, clinical self)
1. Articulate signs of burnout in themselves (compassion fatigue)
2. Recognize signs of burnout in students
3. Examine techniques for lessening stress in students
Unit 6B: Self-Care (Collaborate, educational psych, assessment, clinical self)
1. Implement personal strategies for wellness
2. Describe healthy habits and how they affect academics
Unit 7: ASSESSMENT
Unit 7A: LASSI (assessment)
1. Evaluate LASSI scales
2. Analyze score report of a LASSI
3. Practice how to present findings of the LASSI
Unit 7B: Assessments (assessment)
1. Articulate reasons for assessment and what they serve to do
2. Explain flowchart process for MFTT assessment to others
3. Analyze assessment reports
Unit 8: LIKELY STUDENT DIAGNOSIS
U8A: Self-harm/suicidality (multidisciplinary team, assessment, client self)
1. Articulate the steps of assessing suicidality
2. Differentiate in a case if it meets the requirements for assessing suicidality
3. Analyze drug and alcohol use and its effects on academics
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U8B-I: DSM 5 Likely Student Diagnoses (multidisciplinary team, assessment, client self)
ADHD, Anxiety, Depression, Specific Learning Disorder, Autism Spectrum Disorder, Bipolar,
Personality Disorder, Schizophrenia (multidisciplinary team/psychoeducational assessment)
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-
processing system and academics
8J: Psychopharmacology (collaborate, clinical self)
1. Describe what diagnoses can utilize psychopharmacology
2. Analyze the types of drugs prescribed with the disorder
3. Interpret various side effects of prescription drugs with academic concerns
8K: Grief (collaborate, clinical self)
1. Describe types of grief
2. Apply techniques to use with students that are going through grief/loss
Unit 9: NEXT STEPS
Unit 9A: Wrap-Up (All)
1. Evaluate SMART goals
2. Reflect on semester goals
3. Reflect on internship process
Unit 9B: Next step: Career (All)
1. Recognize timeline for next steps after graduation including receiving an Intern Number
2. Employ resources for the job search
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CHAPTER THREE: CURRICULUM UNIT/MODULES OVERVIEWS FOR
TRAINEES/INSTRUCTORS
Table of Contents for Curriculum Unit and Modules Overview for Trainees and
Instructors
ORDER OF MODULE ACTIVITIES 64
1: INTRODUCTION 65
1A: CA BBS and MFT 65
1B: Learning Center 70
1C: Ethics 75
2: EDUCATIONAL PSYCHOLOGY 80
2A: Student Development Theory 80
2B: Goals/Motivation 85
2C: Executive Functioning 90
2D: Self-Regulation 95
2E: Metacognition/IPS 100
3: PSYCHOLOGY THEORY 105
3A: Motivational Interviewing 105
3B: Growth Mindset 110
3C: Positive Psychology/Flow 115
3D: Grit 120
3E: Cognitive Behavioral Therapy 125
3F: Mindfulness 130
4: PAPERWORK 135
4A: Intakes 135
4B: Student Files Paperwork 140
4C: Progress and process notes 145
4D: First sessions 150
4E: Cognitive Load Theory 155
5: STUDY STRATEGIES 160
5A: Time Management 160
5B: Procrastination 165
5C: Organization 170
5D: Reading 175
5E: Note taking 180
5F: Writing 185
5G: Test Strategies 190
6: SELF-CARE 195
6A: Stress Management 195
6B: Self-Care 200
7: ASSESSMENT 205
7A: LASSI 205
7B: Assessments 210
8: LIKELY STUDENT DIAGNOSIS 215
8A: Self-harm/suicidality 215
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8B: ADHD 220
8C: Anxiety 225
8D: Depression 230
8E: Specific Learning Disorder 235
8F: Autism Spectrum Disorder 240
8G: Bipolar 245
8H: Personality Disorder 250
8I: Schizophrenia 255
8J: Psychopharmacology 260
8K: Grief 265
9: NEXT STEPS 270
9A: Wrap-Up 270
9B: Next step: Career 274

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Order of Module Activities

Learning
Outcomes
Pre-Meeting
Readings
Pre-Meeting
Videos
Pre-Meeting
Activities
Discussion
on Readings
Handouts
Activities
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UNIT 1: INTRODUCTION
This unit will be to get you familiar with the Learning Center. We will cover what to expect from
this traineeship including California Board of Behavioral Sciences (CA BBS), getting familiar with
the Learning Center, and the foundation of ethics.

1A: MFTT PROGRAM AND THE CA BBS
By the end of this unit, you will:
3. Describe the CA BBS and the relationship with MFTT
4. Articulate year trainee schedule

Read before we meet and review the guiding questions:
1. MFT FAQ 2016
2. Supervision Information
3. Supervision Brochure
4. FAQ-Weekly Summary of Hours of Experience and Experience Verification
5. Hours Gained Chart
6. Review and fill out basic contact information on these MFT forms:
a. 4-way agreement
b. Letter of Affiliation
c. Supervisor form
d. Summary of Hours Form

Agenda for Meeting:
1. Personal Introductions
2. Internship Overview (handout)
3. Discussion/Questions about the Readings
4. CA BBS information (handout)
5. What is Supervision? Review (handout)

Introduction
MFTT and
CA BBS
KCLC Ethics
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MODULE 1A READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Board of Behavioral Sciences (n.d). A Guide to Supervision for MFT Interns and Trainees.
• Board of Behavioral Sciences (n.d). BBS Marriage and Family Therapy Frequently Asked Questions.
• Board of Behavioral Sciences (n.d). LMFT Experience Hours Gained on or after January 1, 2012.
• Board of Behavioral Sciences (n.d). Marriage and Family Therapist Trainee and Intern Supervision
Information.

While reading, consider these questions for this module:
1. What does it mean to be a MFT trainee?
2. What does the CA BBS paperwork look like and how is it used?
3. How does supervision work?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your practice with
students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What does it mean to be a MFT
trainee?

What does the CA BBS
paperwork look like and how is
it used?

How does supervision work?
What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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68

1A: CA BBS AND MFT
This lesson will focus on the California Board of Behavioral Sciences (CA BBS) that governs
the MFT licensing requirements. it is important because a foundational knowledge of the CA
BBS and what is required for licensure for MFT relates to the hours gained in the LC.

Learning Outcomes:
1. Describe the CA BBS and the relationship with MFTT
2. Articulate year trainee schedule

MFT Program Course Connections: Practicum and Fieldwork

Guiding Questions:
1. What does it mean to be a MFT trainee?
2. What does the CA BBS paperwork look like and how is it used?
3. How does supervision work?

Pre-Readings (read in this order):
1. MFT FAQ 2016
2. Supervision Information
3. Supervision Brochure
4. FAQ-Weekly Summary of Hours of Experience and Experience Verification
5. Hours Gained Chart
6. Review and fill out basic contact on these MFT forms:
a. 4-way agreement
b. Letter of Affiliation
c. Supervisor form
d. Summary of Hours Form

Pre-Videos: NONE

Activities:
1. Personal Introductions
a. This may be the first meeting of the MFTT with the Staff of the Center. Introductions will
be important since everyone will be working together all year.
2. Internship Overview (Curriculum overview handout)
a. This will serve as the agenda for the first meeting with all the staff. After this agenda is
completed, it will move into just the training/curriculum part.
b. Trainees can be nervous and want to know what to expect from their year at the Center.
By showing the framework and what will be covered, it will help ease them into the
transition of starting a traineeship.
3. Discussion/Questions about the Readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some
of the readings as well as clear up any misconceptions or questions they may still have.
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69
By following the same questions each time, they will come to know what to expect and
it will also allow for them to make deeper connections to the readings and other units.
4. CA BBS information (MFT-BBS Handout)
a. One of the most important things to do is understand how hours are accrued and also
how hours are tracked and recorded. By using the Hours tracked sheet and the example,
it will serve as a physical example of what their hour sheets will look like.
5. What is Supervision? (Handout)
a. Most likely the trainees will not have had a supervision experience before. This handout
will give them an idea what to expect and what supervision will be like since they will
start with individual supervision the following week.

Assessment: NONE

Takeaways:
1. Understanding the CA BBS
2. Forms needed for the program as well as how to track hours
3. what it means to be a MFTT and how that is different than a post-degree intern

Connections: All

APA References for Required Readings:
• Board of Behavioral Sciences (n.d). A Guide to Supervision for MFT Interns and Trainees.
• Board of Behavioral Sciences (n.d). BBS Marriage and Family Therapy Frequently Asked
Questions.
• Board of Behavioral Sciences (n.d). LMFT Experience Hours Gained on or after January 1, 2012.
• Board of Behavioral Sciences (n.d). Marriage and Family Therapist Trainee and Intern
Supervision Information.

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70
UNIT 1: INTRODUCTION
This unit will be to get you familiar with the Learning Center. We will cover what to expect from
this traineeship including California Board of Behavioral Sciences (CA BBS), getting familiar with
the Learning Center, and the foundation of ethics.

1B: Learning Center Overview
By the end of this unit, you will:
4. Articulate the history of the Learning Center and the students that it serves
5. Evaluate academic coaching and how it differs from therapy
6. Interpret how students diagnosed with a disability can receive assistance from academic
coaching

Read before we meet:
1. Operations Manual
2. Meal Periods Rules
3. Board Report
4. Disruptive and Threatening Student Behavior
5. Leake (2015)
6. Mitchell & Gansamer (2016)
7. Parker & Boutelle (2009)
8. College Guide

Watch before we meet:
1. What is Coaching?: https://www.youtube.com/watch?v=nFx6yKZrzco (:00-1:50)
2. How Coaching Works: https://www.youtube.com/watch?v=UY75MQte4RU (3:46)

Agenda for Meeting:
1. Discussion/Questions about Readings
2. Review Operations Manual and Board Report and Disruptive Students Readings
3. Tour of Office
4. Review Office Checklist (handout)
5. Campus Resources (handout)
6. What is Coaching (handout)
7. Discussion on disabilities in college students
8. Freshmen profile (handout)

Introduction
MFTT and
CA BBS
Learning
Center
Ethics
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71
MODULE 1B READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Learning Center (2016). LC Board Report.
• Learning Center (2016). Operations Manual.
• Leake, D. (2015). Problematic Data on how many students in postsecondary education have a
disability. Journal of Postsecondary Education and Disability, 28(1), 73-87.
• Mitchell, J.J. & Gansemer-Topf, A.M. (2016). Academic Coaching and Self-Regulation: Promoting the
Success of Students with Disabilities. Journal of Postsecondary Education and Disability, 29(3), 249-
256.
• National Alliance on Mental Illness (NAMI) and The JED Foundation (2016). Starting the
Conversation: College and your mental health.
• Parker, D. R., & Boutelle, K. (2009). Executive function coaching for college students with learning
disabilities and ADHD: A new approach for fostering self-determination. Learning Disabilities
Research & Practice, 24(4), 204-215.
• University (2015). Student Affairs: Disruptive and threatening student behavior.
• University (2016). Freshmen Profile 2016-2017.
• University (n.d). Meal Periods.

While reading, consider these questions for this module:
1. What are the policies of the LC?
2. How are disabilities accommodated in college?
3. How do diagnosed disabilities effect college students?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your practice
with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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72
Journal Sheet to use while reading

QUESTION THOUGHTS
What are the policies of the LC?
How are disabilities
accommodated in college?

How do diagnosed disabilities
effect college students?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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73
1B: LEARNING CENTER
This lesson will focus on the background of the Learning Center. it is important because
understanding the type of students that are served in the center will help with laying the
foundation of the clinical skills that will be gained.

Learning Outcomes:
1. Articulate the history of the Learning Center and the students that it serves
2. Evaluate academic coaching and how it differs from therapy
3. Interpret how students diagnosed with a disability can receive assistance from academic coaching

MFT Program Course Connections: Psychopathology

Guiding Questions:
1. What are the policies of the LC?
2. How are disabilities accommodated in college?
3. How do diagnosed disabilities effect college students?
4. What is the profile of an entering USC freshmen?

Pre-Readings (read in this order):
1. Operations Manual
2. Meal Periods rules
3. Board Report
4. Disruptive and Threatening Student Behavior
5. Leake (2015)
6. Mitchell & Gansamer (2016)
7. Parker & Boutelle (2009)
8. College Guide

Pre-Videos:
1. What is Coaching?: https://www.youtube.com/watch?v=nFx6yKZrzco (:00-1:50)
2. How Coaching Works: https://www.youtube.com/watch?v=UY75MQte4RU (3:46)

Activities:
1. Discussion/Questions about Readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Review Operations Manual and Board Report and Disruptive Students Readings
a. Since they will be working in the Center, it is important for them to understand the
Operations and rules, the assessment conducted in the Center, and how to deal with
disruptive students if that occurs. These do not need to be memorized but can be used for
reference in the future.
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74
3. Tour of Office
a. To help breakup the discussion based meeting, they will be given a tour of the Center so
they know where things are located.
4. Review Office Checklist (handout-to be completed in 2 weeks)
a. This handout will serve as homework over the next two weeks. It will help the trainees get
more familiar and comfortable with the Center.
5. Campus Resources (Campus Resource Page handout)
a. Even though they will have attended university for a year, it is important to know our
Campus partners, where they are located and who can be used for a referral for students.
This will not need to be memorized but can be a very helpful sheet to give students.
6. What is Coaching (What is Academic Coaching handout)
a. It is important to understand what coaching is and how it is different than therapy. Many
similar constructs are used but it is still a unique helping process.
7. Discussion on disabilities in college students (relate to Board Report and students diagnosed)
a. Since many of the students they will work with will have a documented disability, this
discussion will serve to make sure they understand how college disability accommodations
differ from K-12 and how to help students with that transition.
8. Freshmen profile (Freshmen Profile handout)
a. This is a yearly handout published by the University showing the freshmen class and the
academic range of the incoming class. It gives a snapshot of the type of student that they
could be potentially be coaching.

Assessment: NONE

Takeaways:
1. Background on the LC
2. Background on disability identification in Higher education
3. Background on what is academic coaching

APA References for Required Readings:
• Learning Center (2016). LC Board Report.
• Learning Center (2016). Operations Manual.
• Leake, D. (2015). Problematic Data on how many students in postsecondary education have a
disability. Journal of Postsecondary Education and Disability, 28(1), 73-87.
• Mitchell, J.J. & Gansemer-Topf, A.M. (2016). Academic Coaching and Self-Regulation: Promoting
the Success of Students with Disabilities. Journal of Postsecondary Education and Disability,
29(3), 249-256.
• National Alliance on Mental Illness (NAMI) and The JED Foundation (2016). Starting the
Conversation: College and your mental health.
• Parker, D. R., & Boutelle, K. (2009). Executive function coaching for college students with
learning disabilities and ADHD: A new approach for fostering self-determination. Learning
Disabilities Research & Practice, 24(4), 204-215.
• University (2015). Student Affairs: Disruptive and threatening student behavior.
• University (2016). Freshmen Profile 2016-2017.
• University (n.d). Meal Periods.

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75
UNIT 1: INTRODUCTION
This unit will be to get you familiar with the Learning Center. We will cover what to expect from
this traineeship including California Board of Behavioral Sciences (CA BBS), getting familiar with
the Kortschak Center, and the foundation of ethics.

1C: ETHICS
By the end of this unit, you will:
1. Generalize various ethical codes for MFTT
2. Compare commonalities between ethics laws for MFTT
3. Evaluate HIPAA and FERPA and how it protects students’ confidentiality

Read before we meet:
1. Codes of ethics
a. University
b. CAMFT
c. AAMFT
d. APA
2. Griffin (2015)

Watch before we meet:
1. HIPAA overview video: https://www.youtube.com/watch?v=w_ednmeZLKE (7:55)
2. FERPA video from the US DOE: https://www.youtube.com/watch?v=nhlDkS8hvMU (4:03)

Agenda for Meeting:
1. Review Ethical Codes and discuss how they interact with clients
2. HIPAA overview (handout)
3. FERPA overview (handout)
4. Sign confidentiality form, training form, and Advisement Database form (handout)

Introduction
MFTT and
CA BBS
Learning
Center
Ethics
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76
MODULE 1C: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Association for Marriage and Family Therapy. (2012). AAMFT code of ethics.
• American Psychological Association (2010). APA Ethical Principles of Psychologists and code of
conduct.
• California Association of Marriage and Family Therapy (2002). CAMFT Code of Ethics.
• Griffin, M. (2015). Selecting the right videoconferencing technology for telehealth: Key issues for
covered entities. The Therapist, 63-65.
• University (2004). Code of Ethics of the University.

While reading, consider these questions for this module:
1. What are the ethical codes that MFTT follow?
2. What is HIPAA and how do we follow it?
3. How can teletherapy be incorporated with students?
4. WHAT is FERPA and how does it relate to students privacy?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your practice
with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What are the ethical codes that
MFTT follow?

What is HIPAA and how do we
follow it?

How can teletherapy be
incorporated with students?

WHAT is FERPA and how does it
relate to students privacy?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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78

1C: ETHICS
This lesson will focus on the ethical codes that MFTT are supposed to follow. The client’s
interest and protection is of the utmost importance and it is important to follow the law.

Learning Outcomes:
1. Generalize various ethical codes for MFTT
2. Compare commonalities between ethics laws for MFTT
3. Evaluate HIPAA and FERPA and how it protects students’ confidentiality

MFT Program Course Connections: Ethics, Practicum

Guiding Questions:
1. What are the ethical codes that MFTT follow?
2. What is HIPAA and how do we follow it?
3. How can teletherapy be incorporated with students?
4. WHAT is FERPA and how does it relate to students privacy?

Pre-Readings (read in this order):
1. Codes of ethics
a. University
b. CAMFT
c. AAMFT
d. APA
2. Griffin (2015)
3. FERPA and Confidentiality overview

Pre-Video:
1. HIPAA overview video: https://www.youtube.com/watch?v=w_ednmeZLKE (7:55)
2. FERPA video from the US DOE: https://www.youtube.com/watch?v=nhlDkS8hvMU (4:03)

Activities:
1. Review Ethical Codes and discuss how they interact with clients (Compare and Contrast Ethical
Codes handout)
a. Ethics are the underlying foundation for student care (first do no harm), so it is important
for them to review the Ethical Codes they learned about in Ethics the summer prior. Since
they can fall under CAMFT, AAMFT, and APA and basically they cover the same principles, by
doing a compare and contrast activity, they can see how the codes differ on topics they will
encounter.
2. HIPAA overview (HIPAA Overview handout)
a. Since they could potentially be working with health information related to a diagnosed
disability, it is crucial for them to know the law behind protecting that information. This
includes the rules and regulations of electronic communication (emails, sessions online) and
the telephone.
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79
3. FERPA overview (FERPA and Confidentiality Handout)
a. Since they are working with students in a higher education environment, they will fall under
FERPA protection. It is important that they understand the rules and what can and cannot
be shared with people other than the student including their parents.
4. Sign confidentiality form, training form, and Advisement Database form (Handouts-signatures
required)
a. Since they have covered office operations, ethics, FERPA, and HIPAA they can know sign off
on the training including the confidentiality form, training form, and the Advisement
Database form. The Advisement Database is so they can access student information such as
grades and progress reports.

Assessment:
1. Comparing and Contrasting the Ethical codes

Takeaways:
1. Ethical foundation/review from Summer Ethics class
2. The importance of HIPAA and FERPA and protecting confidential student information
3. Teletherapy-phone calls, emails, etc. can be vital to the treatment and can be counted towards
hours

Connections:
1. Ethics lays the foundation for client care

APA References for Required Readings:
• American Association for Marriage and Family Therapy. (2012). AAMFT code of ethics.
• American Psychological Association (2010). APA Ethical Principles of Psychologists and code of
conduct.
• California Association of Marriage and Family Therapy (2002). CAMFT Code of Ethics.
• Griffin, M. (2015). Selecting the right videoconferencing technology for telehealth: Key issues for
covered entities. The Therapist, 63-65.
• University (2004). Code of Ethics of the University.

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80
2: EDUCATIONAL PSYCHOLOGY PRINCIPLES
This unit will be on Educational Psychology principles and theories. We will cover student
development theory, goals and motivation, executive functioning, self-regulation and
metacognition/information process theory.

2A: STUDENT DEVELOPMENT THEORY
By the end of this unit, you will:
1. Interpret theories that underlay working with undergraduate students
2. Explain brain development in undergraduate students
3. Demonstrate the connectivity of the various development theories when working with students

Read before we meet:
1. Siegel (2013) Brainstorm-Part I and II
2. Pascarella graph (1985)
3. Chickering & Reisser (1993)
4. Tinto graph (1993)
5. Schlossberg, Waters, & Goodman (1995)

Read before we meet:
1. Siegel’s Hand Model of the Brain: https://www.youtube.com/watch?v=gm9CIJ74Oxw (2:31)
2. Video on Brain Development in Teenagers:
https://www.learner.org/courses/neuroscience/common_includes/si_flowplayer.html?pid=2383
(8:45)
3. Student development theory:
https://www.youtube.com/watch?v=TQkdczJc220&list=PLxzr7ovBQyy2QBfkNh3pLKaSesTxXzhJd&in
dex=12 (7:44)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Brain Development and Hand model demonstration (Brain development/hand model handout)
3. Student Development Activity (Student Development theory BLANK and ANSWERS)
4. Review handouts on student development (Student Development Theory Visual, Student
Development Cheat Sheet, A Brief Introduction Student Theory handouts)
5. Case Study: How to connect the theories (Case study BLANK and ANSWERS handout)
Education
Psychology
Student
Development
Goals/Motivation
Executive
Functioning
Self-Regulation Metacognition/IPT
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81
MODULE 2A: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass Publishers.
• Pascarella, E. T. (1985). College Environment influences on learning and cognitive development: a
critical review and synthesis. In J. Smart (ed.) Handbook of theory and research, Vol. 1. New York:
Agathon Press.
• Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition: Linking
practice with theory. New York: Springer Pub. Co.
• Siegel, D. J. (2013). Brainstorm: The power and purpose of the teenage brain. New York:
Penguin Putnam
• Tinto, V. (1993). Leaving College: Rethinking the causes and cures of student attrition, 2nd ed.
Chicago: University of Chicago Press.

While reading, consider these questions for this module:
1. How does brain development differ in adolescents? How does this effect decision making?
2. What does student development theory say about college students?
3. How can student development be incorporated into working with college students?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your practice
with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
How does brain development
differ in adolescents? How does
this effect decision making?

What does student
development theory say about
college students?

How can student development
be incorporated into working
with college students?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

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2A: STUDENT DEVELOPMENT THEORY
This lesson will focus on student development theory. it is important because it lays the
foundation for the psychosocial, cognitive, and physical changes that college students are
challenged with during their adjustment in college.

Learning Outcomes:
1. Interpret theories that underlay working with undergraduate students
2. Explain brain development in undergraduate students
3. Demonstrate the connectivity of the various development theories when working with students

MFT Program Course Connections: Lifespan Development, Child Development,
Psychopharmacology

Guiding Questions:
1. How does brain development differ in adolescents? How does this effect decision making?
2. What does student development theory say about college students?
3. How can student development be incorporated into working with college students?

Pre-Readings (read in this order):
1. Siegel (2013) Brainstorm-Part I and II
2. Pascarella graph (1985)
3. Chickering & Reisser (1993)
4. Tinto graph (1993)
5. Schlossberg, Waters, & Goodman (1995)

Pre-Videos:
1. Siegel’s Hand Model of the Brain: https://www.youtube.com/watch?v=gm9CIJ74Oxw (2:31)
2. Video on Brain Development in Teenagers:
https://www.learner.org/courses/neuroscience/common_includes/si_flowplayer.html?pid=2383
(8:45)
3. Student development theory:
https://www.youtube.com/watch?v=TQkdczJc220&list=PLxzr7ovBQyy2QBfkNh3pLKaSesTxXzhJd&in
dex=12 (7:44)

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Brain Development and Hand model demonstration (Brain development/hand model handout)
a. Before reviewing student development theories, it is important to look at brain
development for teenagers and young adults and understanding what is developed and
what is underdeveloped.
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3. Student Development Activity (Student Development theory BLANK and ANSWERS)
a. Serving as an assessment of the student development theories, this will be a way for the
MFTT to see how much they understand about the theories.
4. Review handouts on student development (Student Development Theory Visual, Student
Development Cheat Sheet, A Brief Introduction Student Theory handouts)
a. After the assessment, it will be time to review the theories and understand how they relate
to one another and how it can help with student cases.
5. Case Study: How to connect the theories (Case study BLANK and ANSWERS handout)
a. This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessment:
1. Student Development Activity
2. Case Study

Takeaways:
1. Adolescent brain development is very volatile and it is reflected in choices they make
2. Student development theory as a foundation to working with college students

Connections:
1. Executive Functioning

APA References for Required Readings:
• Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass
Publishers.
• Pascarella, E. T. (1985). College Environment influences on learning and cognitive development:
a critical review and synthesis. In J. Smart (ed.) Handbook of theory and research, Vol. 1. New
York: Agathon Press.
• Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition: Linking
practice with theory. New York: Springer Pub. Co.
• Siegel, D. J. (2013). Brainstorm: The power and purpose of the teenage brain. New York: Penguin
Putnam
• Tinto, V. (1993). Leaving College: Rethinking the causes and cures of student attrition, 2nd ed.
Chicago: University of Chicago Press.

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2: EDUCATIONAL PSYCHOLOGY PRINCIPLES
This unit will be on Educational Psychology principles and theories. We will cover student
development theory, goals and motivation, executive functioning, self-regulation and
metacognition/information process theory.

2B: GOALS/MOTIVATION
By the end of this unit, you will:
1. Create 2 SMART goals for the traineeship
2. Examine the motivation theories including goal orientation, attribution theory, and self-worth, that
are common when working with college students

Read before we meet:
1. Dembo and Seli (2016), Chapter 2
2. Yough and Anderman (2006)
3. Anderman (2006)
4. Dembo and Seli (2016), Chapter 4

Read before we meet:
1. Motivation: https://app2.canyons.edu/Offices/matric/vll/L2L_Unit8.html
2. Goal Setting: https://app2.canyons.edu/Offices/matric/vll/L2L_Unit3.html

Agenda for Meeting:
1. Discussion/Questions on readings
2. Motivation Overview (Expectation, Motivation Strategies handouts)
3. SMART goals
4. Selecting SMART goals for the semester and year (SMART goals worksheet)
5. Case study (Case Study worksheet)

Education
Psychology
Student
Development
Goals/Motivation
Executive
Functioning
Self-Regulation Metacognition/IPT
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MODULE 2B: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Anderman, E. & Anderman, L. (2006). Attributions. Retrieved from
http://www.education.com/reference/article/attribution-theory/
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.
• Yough, M., & Anderman, E. (2006). Goal orientation theory. Retrieved from
http://www.education.com/reference/article/goal-orientation-theory/

While reading, consider these questions for this module:
1. What are some of the motivation theories?
2. What are SMART goals?
3. How does one create SMART goals?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What are some of the
motivation theories?

What are SMART goals?
How does one create SMART
goals?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

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2B: GOALS/MOTIVATION
This lesson will focus on motivation theories and how to create attainable goals. it is
important because it gives insight into why students are doing what they are doing and what
can be done in goal setting to help them achieve their dreams.

Learning Outcomes:
1. Create 2 SMART goals for the traineeship
2. Examine the motivation theories including goal orientation, attribution theory, and self-worth, that
are common when working with college students

MFT Program Course Connections: None

Guiding Questions:
1. What are some of the motivation theories?
2. What are SMART goals?
3. How does one create SMART goals?

Pre-Readings (read in this order):
1. Dembo and Seli (2016), Chapter 2
2. Yough and Anderman (2006)
3. Anderman (2006)
4. Dembo and Seli (2016), Chapter 4

Pre-Videos:
1. Motivation: https://app2.canyons.edu/Offices/matric/vll/L2L_Unit8.html
2. Goal Setting: https://app2.canyons.edu/Offices/matric/vll/L2L_Unit3.html

Activities:
1. Discussion/Questions on readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Motivation Overview (Expectation, Motivation Strategies handout)
a. There are many motivation theories and this handout serves as a brief review of them.
3. SMART goals
a. Ask the MFTT what SMART stands for
b. Within goal setting, SMART (Specific-Measurable-Action-Orientated-Realistic-Timely) goals
are crucial for meeting goals.
4. Selecting SMART goals for the semester and year (SMART goals worksheet)
a. The MFTT will have practice creating and monitoring their own SMART goals for the full year
and for each semester.
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5. Case study (Case Study BLANK and ANSWERS)
a. This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessment:
1. SMART goal selection
2. Case Study

Takeaways:
1. Motivation theory and what underlies student’s actions
2. Components of a SMART goal
3. How to properly write a SMART Goal

Connections:
1. Student Development theory

APA References for Required Readings:
• Anderman, E. & Anderman, L. (2006). Attributions. Retrieved from
http://www.education.com/reference/article/attribution-theory/
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on
self-regulated learning. 5th edition. New York: Taylor & Francis.
• Yough, M., & Anderman, E. (2006). Goal orientation theory. Retrieved from
http://www.education.com/reference/article/goal-orientation-theory/

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2: EDUCATIONAL PSYCHOLOGY PRINCIPLES
This unit will be on Educational Psychology principles and theories. We will cover student
development theory, goals and motivation, executive functioning, self-regulation and
metacognition/information process theory.

2C: EXECUTIVE FUNCTIONING
By the end of this unit, you will:
1. Articulate the 6 buckets of executive functioning
2. Illustrate how executive functioning relates to brain development

Read before we meet:
1. Stuss & Benson (1986) selections
2. Diamond (2013)
3. Brown (2005) selections

Read before we meet:
1. Executive Functioning: https://www.youtube.com/watch?v=IfKLmqpjfWs (1:30)
2. Barkley video on ADHD and Executive Functioning:
https://www.youtube.com/watch?v=GR1IZJXc6d8 (3:09)

Agenda for Meeting:
1. Discussion/Questions on readings
2. Pre-Assessment (Pre-Assessment worksheet)
3. Discuss the 6 buckets of executive functioning using Brown (2005)
4. Connect where students with LD/ADHD may have issues in executive functioning
5. Case study (Case Study worksheet)

Education
Psychology
Student
Development
Goals/Motivation
Executive
Functioning
Self-Regulation Metacognition/IPT
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MODULE 2C: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Brown, T.E. (2005). Attention Deficit Disorder: the unfocused mind in children and adults. Yale
University Press: New Haven, CT.
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
• Stuss, D. T., & Benson. D. F. (1986). The frontal lobes. New York: Oxford Univ. Press.

While reading, consider these questions for this module:
1. What are the components of executive functioning?
2. What are the 6 buckets of executive functioning?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

MFTT CURRICULUM

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Journal Sheet to use while reading

QUESTION THOUGHTS
What are the components of
executive functioning?

What are the 6 buckets of
executive functioning?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

93
2C: EXECUTIVE FUNCTIONING
This lesson will focus on the main components of executive functioning. it is important
because in the Center we spend a lot of time working with students on executive functioning
issues, especially for students with diagnosed ADHD and LD.

Learning Outcomes:
1. Article the 6 buckets of executive functioning
2. Illustrate how executive functioning relates to brain development

MFT Program Course Connections: Psychopathology, Lifespan, Child Development

Guiding Questions:
1. What are the components of executive functioning?
2. What are the 6 buckets of executive functioning?

Pre- Readings:
1. Stuss & Benson (1986)
2. Diamond (2013)
3. Brown (2005)

Pre-Videos:
1. Executive Functioning: https://www.youtube.com/watch?v=IfKLmqpjfWs (1:30)
2. Barkley video on ADHD and Executive Functioning:
https://www.youtube.com/watch?v=GR1IZJXc6d8 (3:09)

Activities:
1. Discussion/Questions on readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Pre-Assessment (Pre-Assessment BLANK and ANSWERS)
a. This pre-assessment will allow for the MFTT and the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about executive functioning.
Depending on how the MFTT answer, it will determine how much time is spent on review of
the Pre-Assessment and the explanation activity below.
3. Discuss the 6 buckets of executive functioning using Brown (2005)
a. This will be a review of the 6 buckets of executive functioning.
4. Connect where students with LD/ADHD may have issues in executive functioning
a. Many students that come in the Center have a diagnosed disability, especially LD and ADHD.
This will begin to look at the components of executive functioning and its relation to
disability.
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5. Case study (Case Study BLANK and ANSWERS)
a. This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessment:
1. Pre-Assessment
2. Case Study

Takeaways:
1. Executive functioning is crucial for success in college
2. Students with disabilities especially LD and ADHD may have executive functioning dysfunction

Connections:
1. Brain development
2. Student development theory
3. Executive functioning

APA References for Required Readings:
• Brown, T.E. (2005). Attention Deficit Disorder: the unfocused mind in children and adults. Yale
University Press: New Haven, CT.
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
• Stuss, D. T., & Benson. D. F. (1986). The frontal lobes. New York: Oxford Univ. Press.

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2: EDUCATIONAL PSYCHOLOGY PRINCIPLES
This unit will be on Educational Psychology principles and theories. We will cover student
development theory, goals and motivation, executive functioning, self-regulation and
metacognition/information process theory.

2D: SELF-REGULATION
By the end of this unit, you will:
1. Articulate the 6 components of self-regulation
2. Demonstrate how issues with self-regulation in college students can lead to academic problems

Read before we meet:
1. Dembo & Seli (2016)-Chapters 1
2. Bradberry & Greaves (2009)- Emotional Intelligence 2.0 selections

Read before we meet:
1. Self-Regulation: https://app2.canyons.edu/Offices/matric/vll/L2L_Unit1.html
2. Emotional Intelligence: https://www.youtube.com/watch?v=Y7m9eNoB3NU (5:31)

Agenda for Meeting:
1. Discussion/Questions on readings
2. Pre-Assessment (Pre-Assessment worksheet)
3. Review the 6 parts of self-regulation
4. Review the 4 parts of emotional intelligence and the cases from readings
5. Case Study (Case Study worksheet)

Education
Psychology
Student
Development
Goals/Motivation
Executive
Functioning
Self-Regulation Metacognition/IPT
MFTT CURRICULUM

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MODULE 2D: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Bradbury, T. & Greaves, J. (2009). Emotional Intelligence 2.0. San Diego, CA: TalentSmart.
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.

While reading, consider these questions for this module:
1. What is self-regulation?
2. What are the 6 parts of self-regulation?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

MFTT CURRICULUM

97
Journal Sheet to use while reading

QUESTION THOUGHTS
What is self-regulation?
What are the 6 parts of self-
regulation?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

98
2D: SELF-REGULATION
This lesson will focus on the main components of self-regulation. it is important because self-
regulation is a critical part of academic coaching and assisting college students.

Learning Outcomes:
1. Articulate the 6 components of self-regulation
2. Demonstrate how issues with self-regulation in college students can lead to academic problems

Guiding Questions:
1. What is self-regulation?
2. What are the 6 parts of self-regulation?

MFT Program Course Connections: None.

Pre-Readings (read in this order):
1. Dembo & Seli (2016)-Chapters 1
2. Bradberry & Greaves (2009)- Emotional Intelligence 2.0 selections

Pre-Videos:
1. Self-Regulation: https://app2.canyons.edu/Offices/matric/vll/L2L_Unit1.html
2. Emotional Intelligence: https://www.youtube.com/watch?v=Y7m9eNoB3NU (5:31)

Activities:
1. Discussion/Questions on readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Pre-Assessment (Pre-Assessment handout)
a. This pre-assessment will allow for the MFTT and the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about the self-regulation and
emotional intelligence. Depending on how the MFTT answer, it will determine how much
time is spent on review of the Pre-Assessment and the explanation activities below.
3. Review the 6 parts of self-regulation
a. This will be a review of the self-regulation components from the Pre-Assessment.
4. Review the 4 parts of emotional intelligence and the cases from readings
a. This will relate to the readings and the 4 part of emotional intelligence. It will review some
of the cases from the readings to see how it relates to those 4 parts.
5. Case Study (Case Study BLANK and ANSWERS)
a. This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

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Assessment:
1. Pre-Assessment
2. Case Study

Takeaways:
1. 6 components of self-regulation
2. Disability diagnosis and relationship to ADHD/LD with self-regulation

Connections:
1. Potential Diagnoses

APA References for Required Readings:
• Bradbury, T. & Greaves, J. (2009). Emotional Intelligence 2.0. San Diego, CA: TalentSmart.
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.

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100
2: EDUCATIONAL PSYCHOLOGY PRINCIPLES
This unit will be on Educational Psychology principles and theories. We will cover student
development theory, goals and motivation, executive functioning, self-regulation and
metacognition/information process theory.

2E: METACOGNITION/IPT
By the end of this unit, you will:
1. Articulate the parts of the Information Processing Theory
2. Compare/contrast brain development with IPT

Read before we meet:
1. Dembo & Seli (2016)-Chapter 3
2. Beilock (2013)-Choke Selections

Watch before we meet:
1. Understanding Memory and Learning: https://app2.canyons.edu/Offices/matric/vll/L2L_Unit4.html
2. Metacognition video: https://www.youtube.com/watch?v=O_sfNC5WPUU (3:01)

Agenda for Meeting:
1. Discussion/Questions on the Readings
2. IPT activity (IPT activity worksheet)
3. Discussion on IPT and brain development
4. Case study (Case Study worksheet)

Education
Psychology
Student
Development
Goals/Motivation
Executive
Functioning
Self-Regulation Metacognition/IPT
MFTT CURRICULUM

101
MODULE 2E: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Beilock, S. (2013). Choke. New York: Atria.
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.

While reading, consider these questions for this module:
1. What are the parts of the Information Processing Theory (IPT)?
2. How does IPT fit with brain development in adolescents?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

MFTT CURRICULUM

102
Journal Sheet to use while reading

QUESTION THOUGHTS
What are the parts of the
Information Processing Theory
(IPT)?

How does IPT fit with brain
development in adolescents?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

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2E: METACOGNITION/IPT
This lesson will focus on metacognition and the Information Processing Theory (IPT). it is
important because IPT lays the foundation for how knowledge is noticed, acquired and
stored. Metacognition relates to thinking about thinking and the planning it takes to
accomplish tasks.

Learning Outcomes:
1. Articulate the parts of the Information Processing Theory
2. Compare/contrast brain development with IPT

MFT Program Course Connections: None.

Guiding Questions:
1. What are the parts of the Information Processing Theory (IPT)?
2. How does IPT fit with brain development in adolescents?

Pre-Readings (read in this order):
1. Dembo & Seli (2016)-Chapter 3
2. Beilock (2013)-Choke Selections

Pre-Videos:
1. Understanding Memory and Learning: https://app2.canyons.edu/Offices/matric/vll/L2L_Unit4.html
2. Metacognition video: https://www.youtube.com/watch?v=O_sfNC5WPUU (3:01)

Activities:
1. Discussion/Questions on the Readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. IPT activity (IPT activity BLANK and ANSWERS)
a. This activity will measure how much the MFTT understand about the theory.
3. Discussion on IPT and brain development
a. By reviewing the IPT, there will be a discussion how this relates to brain development and
potential areas where issues for students could arise.
4. Case study (Case Study BLANK and ANSWERS)
a. This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessment:
1. IPT activity
2. Case Study

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Takeaways:
1. Steps of the information processing system/model
2. How students can have issues within the model and it can be seen in study habits
3. Understanding how worry and anxiety can take over working memory space

Connections:
1. Student Development Theory

APA References for Required Readings:
• Beilock, S. (2013). Choke. New York: Atria.
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.

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3: PSYCHOLOGY THEORIES AND PRINCIPLES
This unit will be on Psychology principles and theories. We will cover motivational interviewing,
growth mindset, positive psychology, flow, grit, Cognitive Behavioral Therapy (CBT), and
mindfulness.

3A: MOTIVATIONAL INTERVIEWING
By the end of this unit, you will:
3. Discuss the relationship between Academics and Motivational Interviewing
4. Discriminate Motivational Interviewing strategies by stage

Read before we meet:
1. Miller & Rollnick (2013): Motivational Interviewing: Chapters 2,3,6,12,13

Watch before we meet:
1. MI overview and techniques: https://www.youtube.com/watch?v=s3MCJZ7OGRk (5:45)
2. MI techniques: https://www.youtube.com/watch?v=T8cLM5ztc7I (17:22)

Agenda for Meeting:
1. Motivational Interviewing Assessment (MI assessment worksheet)
2. Discussion/Questions on the readings
3. What is MI? (Motivational Interviewing Handouts)
4. Case Scenarios (handout)

Psychology
Motivational
Interviewing
Growth Mindset
Positive
Psychology and
flow
Grit CBT Mindfulness
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MODULE 3A: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change. New York, NY:
Guilford Press.

While reading, consider these questions for this module:
1. What is Motivational Interviewing?
2. How can this be used with students?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is Motivational
Interviewing?

How can this be used with
students?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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108
3A: MOTIVATIONAL INTERVIEWING
This lesson will focus on Motivational Interviewing. It is important because in session it is
important to understand how the student is feeling about changing. By being able to
understand where the student is at, it can help to know what interventions would be helpful
at that time.

Learning Outcomes:
1. Discuss the relationship between Academics and Motivational Interviewing
2. Discriminate Motivational Interviewing strategies by stage

MFT Program Course Connections: Counseling Theories, Practicum, Fieldwork

Guiding Questions:
1. What is Motivational Interviewing?
2. How can this be used with students?

Pre-Readings (read in this order):
1. Miller & Rolnick (2013): Motivational Interviewing: Chapters 2,3,6,12,13

Pre-Videos:
1. MI overview and techniques: https://www.youtube.com/watch?v=s3MCJZ7OGRk (5:45)
2. MI techniques: https://www.youtube.com/watch?v=T8cLM5ztc7I (17:22)

Activities:
1. Motivational Interviewing Assessment (MI assessment Blank and Answer)
a. This pre-assessment will allow for the MFTT and also the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about Cognitive Behavioral
Therapy. Depending on how the MFTT answer, it will determine how much time is spent on
review of the Pre-Assessment and the explanation activity below.
2. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
3. What is MI? (Motivational Interviewing Handouts)
a. Motivational Interviewing is a central psychology theory used with students in the Center.
By understanding the basics of the theory helps to understand how to use the theory with
students.
4. Case Scenarios (handout)
a. These case scenarios will allow for the MFTT to get experience with typical cases they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessments:
1. Case Scenarios
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Takeaways:
1. Motivational interviewing is meeting the student where they are currently at
2. There are many stages of motivational interviewing

Connections:
1. Cognitive Behavioral Therapy
2. Mindfulness

Additional Readings:
1. Motivational Interviewing: Chapter 14 and 23

APA References for Required Readings:
• Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change. New York, NY:
Guilford Press.

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3: PSYCHOLOGY THEORIES AND PRINCIPLES
This unit will be on Psychology principles and theories. We will cover motivational interviewing,
growth mindset, positive psychology, flow, grit, Cognitive Behavioral Therapy (CBT), and
mindfulness.

3B: GROWTH MINDSET
By the end of this unit, you will:
1. Explain difference between growth and fixed mindset
2. Employ strategies to change statements from fixed mindset to growth mindset language

Read before we meet:
1. Dweck (2006) Chapters 1,2,3,8

Watch before we meet:
1. Dweck Ted talk:
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve (10:20)
2. Carol Dweck conversation: https://www.youtube.com/watch?v=wGmQKTRtHkQ (2:15)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Handout on Growth/Fixed Mindset (Growth Mindset Handout)
3. Changing from Growth to Fixed Handout (Fixed to Growth Handout)
4. Activity changing sentence stems (Finishing Sentences worksheet)

Psychology
Motivational
Interviewing
Growth Mindset
Positive
Psychology and
flow
Grit CBT Mindfulness
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MODULE 3B: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

While reading, consider these questions for this module:
1. What is a growth mindset?
2. How does a growth mindset effect academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is a growth mindset?
How does a growth mindset
effect academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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3B: GROWTH MINDSET
This lesson will focus on the difference between growth and fixed mindset. It is important
because growth mindset allows students to believe that they can achieve what they put
effort into, which can lead to success.

Learning Outcomes:
1. Explain difference between growth and fixed mindset
2. Employ strategies to change statements from fixed mindset to growth mindset language

MFT Program Course Connections: Counseling Theories, Practicum, Fieldwork

Guiding Questions:
1. What is a growth mindset?
2. How does a growth mindset effect academics?

Pre-Readings (read in this order):
1. Dweck (2006) Chapters 1,2,3,8

Pre-Videos:
1. Dweck Ted talk:
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve
(10:20)
2. Carol Dweck conversation: https://www.youtube.com/watch?v=wGmQKTRtHkQ (2:15)

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Handout on Growth/Fixed Mindset (Growth Mindset Handout)
a. This handout will allow the MFTT to know the differences between growth and fixed
mindset.
3. Changing from Growth to Fixed Handout (Fixed to Growth Handout)
a. Knowing the difference between growth and fixed mindset, this handout is on strategies for
changing sentences from fixed to growth mindset.
4. Activity changing sentence stems (Finishing Sentences Handout)
a. For more practice, this will allow MFTT to change actual sentences from a fixed to a growth
mindset.

Assessment:
1. Changing sentence stems

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Takeaways:
1. Growth vs fixed mindset
2. How to help students adapt to a growth mindset

Connections:
1. Student Development Theory

APA References for Required Readings:
• Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

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3: PSYCHOLOGY THEORIES AND PRINCIPLES
This unit will be on Psychology principles and theories. We will cover motivational interviewing,
growth mindset, positive psychology, flow, grit, Cognitive Behavioral Therapy (CBT), and
mindfulness.

3C: POSITIVE PSYCHOLOGY AND FLOW
By the end of this unit, you will:
1. Describe aspects of positive psychology
2. Examine components of flow with positive psychology

Read before we meet:
1. Seligman (2006)- Authentic Happiness selections
2. Csikszentmihalyi (2008)-Flow selections

Watch before we meet:
1. Positive Psychology: https://www.youtube.com/watch?v=9FBxfd7DL3E (23:42)
2. Flow: https://www.youtube.com/watch?v=JjliwSJGDiU (4:55)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Positive Psychology 24 Strengths (24 Strengths handout). This will be taken in session and we will
compare results and discuss our thoughts.
3. Review flow (Flow Overview Handout)
4. Flow activity-when have you ever been in Flow?

Psychology
Motivational
Interviewing
Growth Mindset
Positive
Psychology and
flow
Grit CBT Mindfulness
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MODULE 3C: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience. New York: Harper-
Perennial.
• Seligman, M.E.P (2006). Authentic Happiness. New York: Vintage Books.

While reading, consider these questions for this module:
1. What is positive psychology?
2. How do you use it in therapy?
3. What is flow?
4. How do you get into a state of flow?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is positive psychology?
How do you use it in therapy?
What is flow?
How do you get into a state of
flow?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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3C: POSITIVE PSYCHOLOGY AND FLOW
This lesson will focus on positive psychology and flow. It is important because much of
psychology focuses on the negative and this focuses on strengths and positives of the
student. Along with that, helping students realize when they can be in flow, can help produce
positive results.

Learning Outcomes:
1. Describe aspects of positive psychology
2. Examine components of flow with positive psychology

MFT Program Course Connections: Counseling Theories, Practicum, Fieldwork

Guiding Questions:
1. What is positive psychology?
2. How do you use it in therapy?
3. What is flow?
4. How do you get into a state of flow?

Pre-Readings (read in this order):
1. Seligman (2006): Authentic Happiness selections
2. Czeichsentmiyali (2008)-Flow selections

Pre-Videos:
1. Positive Psychology: https://www.youtube.com/watch?v=9FBxfd7DL3E (23:42)
2. Flow: https://www.youtube.com/watch?v=JjliwSJGDiU (4:55)

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Positive Psychology 24 Strengths (24 Strengths handout)
a. As a part of positive psychology, there is a model including 24 strengths. By taking the
assessment, it is possible for the MFTT to discover their strengths.
3. Review flow (Flow Overview Handout)
a. In addition to positive psychology, flow is an overlapping topic. Describing what flow is, the
balance between challenge and skills, and how it feels will introduce the topic.
4. Flow activity-when have you ever been in Flow?
a. This activity will allow for the MFTT to explore when they have personally been in flow and
get in touch with how it felt. Taking these personal experiences, there will be a discussion on
how to use this idea with students.

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Assessments:
1. 24 Strengths activity
2. Flow activity

Takeaways:
1. Aspects of positive psychology
2. Flow is an optimal state

Connections:
1. Growth Mindset

APA References for Required Readings:
• Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience. New York: Harper-
Perennial.
• Seligman, M.E.P (2006). Authentic Happiness. New York: Vintage Books.

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120
3: PSYCHOLOGY THEORIES AND PRINCIPLES
This unit will be on Psychology principles and theories. We will cover motivational interviewing,
growth mindset, positive psychology, flow, grit, Cognitive Behavioral Therapy (CBT), and
mindfulness.

3D: GRIT
By the end of this unit, you will:
3. Understand aspects of grit
4. Evaluate grit in relation to academic self-regulation

Read before we meet:
1. Duckworth (2016)-reading selections

Watch before we meet:
1. Angela Duckworth Ted talk: https://www.youtube.com/watch?v=H14bBuluwB8 (6:12)
2. Book Review: https://www.youtube.com/watch?v=sWctLEdIgi4 (6:17)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Grit overview (Grit overview handout). We will take the assessment in group and discuss results.
3. Grit survey (Grit scale handout) Discussion
o How gritty are you?
o Does this surprise you?
o How would this work with clients?

Psychology
Motivational
Interviewing
Growth Mindset
Positive
Psychology and
flow
Grit CBT Mindfulness
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MODULE 3D: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Duckworth, A. (2016). Grit: the power of passion and perseverance. New York: Scribner.

While reading, consider these questions for this module:
1. What is grit?
2. How can students measure grit?
3. How can it be in used in academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is grit?
How can students measure
grit?

How can it be in used in
academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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3D: GRIT
This lesson will discuss grit. It is important because perseverance and persistence can pay off
in academics.

Learning Outcomes:
1. Describe aspects of grit
2. Evaluate grit in relation to academic self-regulation

MFT Program Course Connections: Counseling Theories, Practicum, Fieldwork

Guiding Questions:
1. What is grit?
2. How can students measure grit?
3. How can it be in used in academics?

Pre-Readings (read in this order):
1. Duckworth (2016)-reading selections

Pre-Videos:
1. Angela Duckworth Ted talk: https://www.youtube.com/watch?v=H14bBuluwB8 (6:12)
2. Book Review: https://www.youtube.com/watch?v=sWctLEdIgi4 (6:17)

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Grit overview (Grit overview handout)
a. Grit is a newer concept involving passion and perseverance. Reviewing what it means will lie
the foundation for how to use it in academics.
3. Grit survey (Grit scale handout)
a. To begin the assessment skills, the MFTT will take a grit study to see how gritty they are.
4. Discussion-how gritty are you? Does this surprise you? How would this work with clients?
a. This activity will allow for the MFTT to explore who gritty they are. Taking these personal
experiences, there will be a discussion on how to use this with students.

Assessment:
1. Grit Survey

Takeaways:
1. Grit deals with passion and perseverance

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Connections:
1. Growth mindset
2. Positive psychology/flow

Additional Readings:
1. Duckworth, Peterson, Matthews, & Kelly (2007)
2. Wolters & Hussain (2015)

APA References for Required Readings:
• Duckworth, A. (2016). Grit: the power of passion and perseverance. New York: Scribner.

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3: PSYCHOLOGY THEORIES AND PRINCIPLES
This unit will be on Psychology principles and theories. We will cover motivational interviewing,
growth mindset, positive psychology, flow, grit, Cognitive Behavioral Therapy (CBT), and
mindfulness.

3E: COGNITIVE BEHAVIORAL THERAPY (CBT)
By the end of this unit, you will:
3. Articulate the tenets of CBT
4. Examine CBT with growth mindset lens

Read before we meet:
1. Riggenbach (2013): CBT Toolbox selections
2. Bennett-Levy, Thwaites, Haarhoff, & Perry (2015): Experiencing CBT from the Inside Out selection

Watch before we meet:
1. CBT explanation: https://www.youtube.com/watch?v=bUOaHsxe8OQ (4:35)
2. Example of cognitive restructuring: https://www.youtube.com/watch?v=orPPdMvaNGA (5:42)

Agenda for Meeting:
1. CBT Assessment (CBT Assessment worksheet)
2. Discussion/Questions on the readings
3. Review CBT (CBT overview handout)
4. Unhelpful Thinking Styles (Unhelpful Thinking Styles handout)
5. Case Scenarios (Scenarios worksheet)
6. CBT Handouts (CBT Handouts)

Psychology
Motivational
Interviewing
Growth Mindset
Positive
Psychology and
flow
Grit CBT Mindfulness
MFTT CURRICULUM

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MODULE 3E: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Bennett-Levy, J., Thwaites, R., Haarhoff, B., & Perry, H. (2015). Experiencing CBT from the Inside Out:
A self-practice/self-reflection workbook for therapists. New York: Guilford.
• Riggenbach, J. (2013). The Cognitive Behavioral Therapy Toolbox: A workbook for Clients and
clinicians. Eau Claire, WI: PESI.

While reading, consider these questions for this module:
1. What is cognitive behavioral therapy?
2. What are the main components of CBT?
3. What strategies can be used with students?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is cognitive behavioral
therapy?

What are the main components
of CBT?

What strategies can be used
with students?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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3E: COGNITIVE BEHAVIORAL THERAPY (CBT)
This lesson will focus on Cognitive Behavioral Therapy and the interaction between thoughts,
feelings and behaviors. It is important because unhelpful thinking patterns can affect
student’s academics and working on irrational thinking patterns can help students.

Learning Outcomes:
1. Articulate the tenets of CBT
2. Examine CBT with growth mindset lens

MFT Program Course Connections: Counseling Theories, Practicum, Fieldwork

Guiding Questions:
1. What is cognitive behavioral therapy?
2. What are the main components of CBT?
3. What strategies can be used with students?

Pre-Readings (read in this order):
1. Riggenbach (2013): CBT Toolbox
2. Bennett-Levy, Thwaites, Haarhoff, & Perry (2015): Experiencing CBT from the Inside Out

Pre-Videos:
1. CBT explanation: https://www.youtube.com/watch?v=bUOaHsxe8OQ (4:35)
2. Example of cognitive restructuring: https://www.youtube.com/watch?v=orPPdMvaNGA (5:42)

Activities:
1. CBT Assessment (CBT Assessment Blank and Answers)
a. This pre-assessment will allow for the MFTT and the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about Cognitive Behavioral
Therapy. Depending on how the MFTT answer, it will determine how much time is spent on
review of the Pre-Assessment and the explanation activity below.
2. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
3. Review CBT (CBT overview)
a. CBT is a central psychology theory that involves the interaction between thoughts, feelings
and behavior. By reviewing the tenets of the theory can help conceptualize how to use it
with students.
4. Unhelpful Thinking Styles (Unhelpful Thinking Styles)
a. One of the tenets of CBT is that thoughts can influence behavior. By reviewing potential
unhelpful thinking styles can help to determine how to help students.
5. Scenarios (Scenarios handout)
a. The scenarios will allow the MFTT a chance to test out how to use CBT techniques with
potential students.
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6. CBT Handouts (CBT Handout)
a. These are handouts that could be used with students when utilizing CBT.

Assessment:
1. Scenarios

Takeaways:
1. CBT is the interaction between thoughts, feelings and behaviors
2. There are recognizable unhelpful thinking patterns

Connections:
1. Growth mindset
2. Depression module

Additional Article:
1. Melnyk, Amaya, & Taylor (2015)

APA References for Required Readings:
• Bennett-Levy, J., Thwaites, R., Haarhoff, B., & Perry, H. (2015). Experiencing CBT from the Inside Out:
A self-practice/self-reflection workbook for therapists. New York: Guilford.
• Riggenbach, J. (2013). The Cognitive Behavioral Therapy Toolbox: A workbook for Clients and
clinicians. Eau Claire, WI: PESI.

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130
3: PSYCHOLOGY THEORIES AND PRINCIPLES
This unit will be on Psychology principles and theories. We will cover motivational interviewing,
growth mindset, positive psychology, flow, grit, Cognitive Behavioral Therapy (CBT), and
mindfulness.

3F: MINDFULNESS
By the end of this unit, you will:
3. Articulate the benefits of mindfulness
4. Interpret mindfulness during therapy

Read before we meet:
1. Kabat-Zinn (2012): Mindfulness for Beginners selections
2. Siegel (2010): Mindful Therapist selections

Watch before we meet:
1. Mindfulness Introduction: https://www.youtube.com/watch?v=HmEo6RI4Wvs (5:18)
2. What is Mindfulness? https://www.youtube.com/watch?v=xoLQ3qkh0w0 (2:20)
3. Mindfulness (60 minutes TV show): https://www.youtube.com/watch?v=_8-
6XzURntE&list=PLbiVpU59JkVbFtkacXoByNjHJgGc4AryM (12:49)
4. Mindfulness Based Cognitive Therapy: https://www.youtube.com/watch?v=ytEFmXjWA0c (1:19)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. What is Mindfulness? (What is Mindfulness Handout)
3. Mindfulness in Therapy (Mindfulness in Therapy handout)
4. Mindfulness Activities (Mindfulness Activity Handout). We will practice a few of these as a group.
5. Calm.com Meditation. We will explore the website and practice at least one meditation.

Psychology
Motivational
Interviewing
Growth Mindset
Positive
Psychology and
flow
Grit CBT Mindfulness
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MODULE 3F: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Kabat-Zinn, J. (2012). Mindfulness for beginners: Reclaiming the present moment--and your life.
Boulder, CO: Sounds True.
• Siegel, D. J. (2010). The mindful therapist: A clinician’s guide to mindsight and neural integration.
New York: W.W. Norton & Company.

While reading, consider these questions for this module:
1. What is mindfulness?
2. How does Mindfulness work?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is mindfulness?
How does Mindfulness work?
What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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3F: MINDFULNESS
This lesson will be on mindfulness. Mindfulness is the focus on the present moment.
It is important because to know what needs to be accomplished, it is important to focus on
the present moment.

Learning Outcomes:
1. Articulate the benefits of mindfulness
2. Interpret mindfulness during therapy

MFT Program Course Connections: Counseling Theories, Practicum, Fieldwork

Guiding Questions:
1. What is mindfulness?
2. How does Mindfulness work?

Pre-Readings (read in this order):
1. Kabat-Zinn (2012): Mindfulness for Beginners selections
2. Siegel (2010): Mindful Therapist selections

Pre-Videos:
1. Mindfulness Introduction: https://www.youtube.com/watch?v=HmEo6RI4Wvs (5:18)
2. What is Mindfulness? https://www.youtube.com/watch?v=xoLQ3qkh0w0 (2:20)
3. Mindfulness (60 minutes TV show): https://www.youtube.com/watch?v=_8-
6XzURntE&list=PLbiVpU59JkVbFtkacXoByNjHJgGc4AryM (12:49)
4. Mindfulness Based Cognitive Therapy: https://www.youtube.com/watch?v=ytEFmXjWA0c (1:19)

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. What is Mindfulness? (What is Mindfulness Handout)
a. Mindfulness is a specific type of meditation that has central tenets. By reviewing them it will
help the MFTT understand the concept of mindfulness.
3. Mindfulness in Therapy (Mindfulness in Therapy handout)
a. Understanding how to use mindfulness in therapy is important to use with students that are
having concerns with concentration, anxiety and stress.
4. Mindfulness Activities (Mindfulness Activity Handout)
a. There is a handout of different mindfulness activities that can be done. By selecting 1-2
activities, the MFTT can test them out to add to their toolbox to use with students.
5. Calm.com Meditation
a. This will allow for the MFTT to practice mindfulness. By understanding calm/com and the
subscription the LC has, they will be able to practice on their own.

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Assessments:
1. Mindfulness activities

Takeaways:
1. Mindfulness means focusing on the present moment non-judgmentally

Connections:
1. Study skills
2. Positive psychology/flow
3. CBT

APA References for Required Readings:
• Kabat-Zinn, J. (2012). Mindfulness for beginners: Reclaiming the present moment--and your life.
Boulder, CO: Sounds True.
• Siegel, D. J. (2010). The mindful therapist: A clinician’s guide to mindsight and neural integration.
New York: W.W. Norton & Company.

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4: PAPERWORK
This unit will be on Paperwork that is used in the Center. We will cover the Intake process,
paperwork to use with students, the difference between progress and process notes and how
they are used in the center, first sessions, and cognitive load theory.

4A: INTAKES
By the end of this unit, you will:
3. Describe intake procedure including signup and the actual Intake
4. Practice intakes with at least two other people

Read before we meet:
1. Ivey & Ivey (2007) selections

Watch before we meet:
1. https://www.youtube.com/watch?v=ViQeF1Glz34 (4:29)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Review Intake procedure (Intake handouts including example and past folders)
3. Homework: practice giving Intakes on each other and logging into the Advisement Database

Paperwork
Intakes Student Files
Progress vs
Process
First Sessions
Cognitive Load
Theory (CLT)
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MODULE 4A: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Ivey, A. E. & Ivey, M. B. (2007). Intentional Interviewing and Counseling: Facilitating client
development in a multicultural society. Belmont, CA: Thomson.

While reading, consider these questions for this module:
1. What is an intake?
2. How do you conduct an intake?
3. Why are they important for sessions?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is an intake?
How do you conduct an intake?
Why are they important for
sessions?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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4A: INTAKES
This lesson will focus on Intakes. It is important because intakes are used as primary
screenings for students to be allowed to join the academic coaching program. Intakes are
used to gathering information about the student to see how they can utilize the services of
Center.

Learning Outcomes:
1. Describe intake procedure including signup and the actual Intake
2. Practice intakes with at least two other people

MFT Program Course Connections: Counseling Process, Practicum, Fieldwork

Guiding Questions:
1. What is an intake?
2. How do you conduct an intake?
3. Why are they important for sessions?

Pre-Readings (read in this order):
1. Ivey & Ivey (2007) selections

Pre-Videos:
https://www.youtube.com/watch?v=ViQeF1Glz34 (4:29)

Activities:
1. Discussion/Questions on the readings
o This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Review Intake procedure (Intake handouts including example and past client folders)
o Intakes are done by MFTT for new students coming into the academic coaching program. It
is crucial they understand the chain of events that happen with Intakes so they feel
comfortable with the process.
3. Homework: practice giving Intakes on each other and logging into the Advisement Database
o Since intakes can take 30-45 minutes each, they will take time in the next week to practice
giving intakes to each other. Logging into the Advisement Database is a small event that also
needs to be checked before the next week.

Assessments:
1. Practicing Intakes as homework

Takeaways:
1. Understanding the Intake process
2. Understanding how to give an Intake
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Connections:
1. KCLC Overview

APA References for Required Readings:
• Ivey, A. E. & Ivey, M. B. (2007). Intentional Interviewing and Counseling: Facilitating client
development in a multicultural society. Belmont, CA: Thomson.

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4: PAPERWORK
This unit will be on Paperwork that is used in the Center. We will cover the Intake process,
paperwork to use with students, the difference between progress and process notes and how
they are used in the center, first sessions, and cognitive load theory.

4B: STUDENT FILES PAPERWORK
By the end of this unit, you will:
3. Describe the types of paperwork that are needed during therapy
4. Create sample file with paperwork in the correct place

Read before we meet:
1. Kuhn et al (2015)

Watch before we meet: None

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Review Folders (Paperwork handouts)
3. Review paperwork that students have (handouts)
4. Practice creating a student file: hand-on practice creating folders with forms needed

Paperwork
Intakes Student Files
Progress vs
Process
First Sessions
Cognitive Load
Theory (CLT)
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MODULE 4B: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Kuhn. T., Basch, P., Barr, M., & Yackel, T. (2015). Clinical Documentation in the 21
st
century:
Executive summary of a policy position paper from the American college of physicians. Annals of
Internal Medicine, 162(4), 301-314.

While reading, consider these questions for this module:
3. What paperwork is required?
4. How is a student file put together?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What paperwork is required?
How is a student file put
together?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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4B: STUDENT FILE PAPERWORK
This lesson will focus on the paperwork of a case file. It is important because a file is made for
every student. Each file must contain information such as consent, contact logs and notes.

Learning Outcomes:
1. Describe the types of paperwork that are needed during therapy
2. Create sample file with paperwork in the correct place

MFT Program Course Connections: Practicum, Fieldwork

Guiding Questions:
1. What paperwork is required?
2. How is a student file put together?

Pre-Readings (read in this order):
1. Kuhn et al (2015)

Pre-Videos: None

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Review Folders (folders handout)
a. There are multiple folder colors that are used with different files. By reviewing the colors,
they can learn quickly the different cases they will have.
b. Make sure to have the folders on hand to demonstrate including past client folders
3. Review paperwork that students have (Client Files flowchart through Termination case note
handouts)
a. Starting with the Client Files flow chart will outline the forms that are used with students.
b. Whether an Intake, an assessment or a student on their caseload, there is different
paperwork. By reviewing the different paperwork, it will help them learn the paperwork
process.
4. Practice creating a student file
a. The MFTT will have time to practice creating the different files they can have.

Assessment:
1. Creating a sample file

Takeaways:
1. How to create a student file

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Connections:
1. Intake

APA References for Required Readings:
• Kuhn. T., Basch, P., Barr, M., & Yackel, T. (2015). Clinical Documentation in the 21
st
century:
Executive summary of a policy position paper from the American college of physicians. Annals of
Internal Medicine, 162(4), 301-314.

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4: PAPERWORK
This unit will be on Paperwork that is used in the Center. We will cover the Intake process,
paperwork to use with students, the difference between progress and process notes and how
they are used in the center, first sessions, and cognitive load theory.

4C: PROGRESS VS PROCESS NOTES
By the end of this unit, you will:
3. Discuss the types of notes required with students
4. Evaluate types of notes for differences

Read before we meet:
1. Harris et al (2009)
2. Borosky & Smith (2015)
3. APA-how to Track Records http://www.apa.org/gradpsych/2007/01/track.aspx

Watch before we meet:
1. SOAP note technique: https://www.youtube.com/watch?v=x4-YsPb4P-E (5:54)
2. SOAP overview: https://www.youtube.com/watch?v=KZZBPy4GtFQ (5:12)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Review SOAP note template (SOAP Note Handout)
3. Practice writing a SOAP note (case study worksheet)

Paperwork
Intakes Student Files
Progress vs
Process
First Sessions
Cognitive Load
Theory (CLT)
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MODULE 4C: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Association for Marriage and Family Therapy. (2012). AAMFT code of ethics.
• American Psychological Association (n.d). Keeping Track.
• Borosky, B. & Smith, D.M. (2015). The risks and benefits of disclosing psychotherapy records to the
legal system: what psychologists and patients need to know for informed consent. International
Journal of Law and Psychiatry, 42-43, 19-30.
• Harris, S.M., Brown, A., Dakin, J.B., Lucas, B., Riley, L., & Bulham, R. (2009). Are Clinical Records
really that important? The dearth of research and practice guidelines in MFT Literature. The
American Journal of Family Therapy, 37(5), 373-387.

While reading, consider these questions for this module:
1. What are progress notes?
2. What are process notes?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What are progress notes?
What are process notes?
What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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4C: PROGRESS VS PROCESS NOTES
This lesson will focus on the difference between progress versus process notes. Progress
notes are used to track the client while process notes are personal notes. It is important
because this information needs to be tracked to make sure that the client is receiving optimal
care as well as to protect the therapist from any legal actions.

Learning Outcomes:
1. Discuss the types of notes required with students
2. Evaluate types of notes for differences

MFT Program Course Connections: Practicum, Fieldwork, Counseling Process, Ethics

Guiding Questions:
1. What are progress notes?
2. What are process notes?

Pre-Readings (read in this order):
1. Harris et al (2009)
2. Borosky & Smith (2015)
3. APA-how to Track Records http://www.apa.org/gradpsych/2007/01/track.aspx

Pre-Videos:
1. SOAP note technique: https://www.youtube.com/watch?v=x4-YsPb4P-E (5:54)
2. SOAP overview: https://www.youtube.com/watch?v=KZZBPy4GtFQ (5:12)

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some
of the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Review SOAP note template (SOAP Note Handout)
a. SOAP notes are used with students on the MFTT caseload. By reviewing SOAP notes, what
they include and a few examples, it can help them understand how note-taking for their
students works.
3. Practice writing a SOAP note (case study)
a. The MFTT will get the opportunity to read a case study and write a sample case note that
can be critiqued.

Assessment:
1. Practice Writing SOAP notes

Takeaways:
1. Why proper note keeping is important
2. Note-keeping system review
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Connections:
1. Intakes
2. Paperwork

APA References for Required Readings:
• American Association for Marriage and Family Therapy. (2012). AAMFT code of ethics.
• American Psychological Association (n.d). Keeping Track.
• Borosky, B. & Smith, D.M. (2015). The risks and benefits of disclosing psychotherapy records to the
legal system: what psychologists and patients need to know for informed consent. International
Journal of Law and Psychiatry, 42-43, 19-30.
• Harris, S.M., Brown, A., Dakin, J.B., Lucas, B., Riley, L., & Bulham, R. (2009). Are Clinical Records
really that important? The dearth of research and practice guidelines in MFT Literature. The
American Journal of Family Therapy, 37(5), 373-387.

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4: PAPERWORK
This unit will be on Paperwork that is used in the Center. We will cover the Intake process,
paperwork to use with students, the difference between progress and process notes and how
they are used in the center, first sessions, and cognitive load theory.

4D: FIRST SESSIONS WITH STUDENTS
By the end of this unit, you will:
3. Articulate the steps in first sessions with a student
4. Practice first session with a fellow trainee

Read before we meet:
1. Ivey & Ivey (2007) selections
2. Summer Bridge Overview

Watch before we meet: None

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Summer Bridge Profile (guest lecturer from head of the program)
3. Review Session 1-6 (First Meetings Summer Bridge handout)
4. Review how to Introduce yourself to students (Email templates handout)
5. Review Forms needed (Relationship Agreement, Learning Contract, Feedback Form, Missed
Appointment form)
6. Homework: practice first session with each other

Paperwork
Intakes Student Files
Progress vs
Process
First Sessions
Cognitive Load
Theory (CLT)
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MODULE 4D: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Ivey, A. E. & Ivey, M. B. (2007). Intentional Interviewing and Counseling: Facilitating client
development in a multicultural society. Belmont, CA: Thomson.
• University (2016). Summer Bridge Program.

While reading, consider these questions for this module:
1. What do introductory sessions of coaching look like?
2. What are important tasks to get through in these coaching sessions?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What do introductory sessions
of coaching look like?

What are important tasks to get
through in these coaching
sessions?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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4D: FIRST SESSIONS
This lesson will focus on what to do in a first sessions of coaching with a student. It is
important because there is a road map for introductory sessions as well as to make sure the
student is getting what they need out of coaching.

Learning Outcomes:
1. Articulate steps in first sessions with a student
2. Practice first session with a fellow trainee

MFT Program Course Connections: Practicum, Fieldwork

Guiding Questions:
1. What do introductory sessions of coaching look like?
2. What are important tasks to get through in these coaching sessions?

Pre-Readings (read in this order):
1. Ivey & Ivey (2007) selections
2. Summer Bridge Overview
Pre-Videos: None

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Summer Bridge Profile (guest lecturer from head of the program)
a. The students the MFTT will be seeing in the summer will be enrolled in the Summer Bridge
program. By reviewing what the Summer Bridge program includes from the head of the
program, it will help answer any questions they may have.
3. Review Session 1-6 (First Meetings Summer Bridge handout)
a. For the summer bridge students, they will have 6 sessions in the summer so they will need
to begin right away. Reviewing the first session outline will help the MFTT have an outline to
follow as well as lessen their anxieties.
b. To lessen the anxieties of MFTT, reviewing the outlines of the next sessions will help.
c. There is also a secondary sheet for what sessions look like during the Fall and Spring
semester that will be introduced here and then reviewed at the start of the first semesters.
4. Review how to Introduce yourself to students (Email templates handout)
a. The MFTT will have a list of their students and the time they will meet with the students.
The emails templates are used as an easy way to introduce themselves to students and
explain the process of Academic Coaching.
5. Review Forms needed (Relationship Agreement, Learning Contract, Feedback Form, Missed
Appointment form)
a. After sessions, there are many forms that need to be filled out in addition to paperwork.
These allow for the Center to track what is being used in session, and how many students
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are missing appointments.
6. Homework: practice first session
a. Practicing and prepping for the first sessions for their students will be their homework for
the week.

Assessment:
1. Practicing First Session

Takeaways:
1. What happens in first sessions

Connections:
1. Self-Regulation
2. Executive Functioning
3. Time Management
4. Organization
5. Reading
6. Exam/Test Strategies

APA References for Required Readings:
• Ivey, A. E. & Ivey, M. B. (2007). Intentional Interviewing and Counseling: Facilitating client
development in a multicultural society. Belmont, CA: Thomson.
• University (2016). Summer Bridge Program.

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4: PAPERWORK
This unit will be on Paperwork that is used in the Center. We will cover the Intake process,
paperwork to use with students, the difference between progress and process notes and how
they are used in the center, first sessions, and cognitive load theory.

4E: COGNITIVE LOAD THEORY
By the end of this unit, you will:
1. Analyze the 3 parts of Cognitive Load Theory

Read before we meet:
1. Kirschner, Kirschner, & Paas (2006)
Watch before we meet:
1. https://www.youtube.com/watch?v=pCOYCVBgQWQ (5:35)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. CLT Introduction (CLT handout)

Paperwork
Intakes Student Files
Progress vs
Process
First Sessions
Cognitive Load
Theory (CLT)
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MODULE 4E: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Kirschner, P., Kirschner, F., & Paas, F. (2006). Cognitive load theory. Retrieved from
http://www.education.com/reference/article/ cognitive-load-theory/

While reading, consider these questions for this module:
1. How does CLT relate to coaching sessions?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
How does CLT relate to
coaching sessions?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

158
4E: COGNITIVE LOAD THEORY
This lesson will focus on Cognitive load theory and the importance of balancing out the limits
of working memory with activities in session. It is important because making sure the student
is getting what they need out of coaching.

Learning Outcomes:
1. Analyze the 3 parts of Cognitive Load Theory

MFT Program Course Connections: Practicum, Fieldwork

Guiding Questions:
1. How does CLT relate to coaching sessions?

Pre-Readings (read in this order):
1. Kirschner, Kirschner, & Paas (2006)
Pre-Videos:
1. https://www.youtube.com/watch?v=pCOYCVBgQWQ (5:35)

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. CLT Introduction (CLT Blank and Answers)
a. With all of the happenings in the sessions, it is important to balance both the MFTT and the
students cognitive load in session. By being organized, it can help both the cognitive load of
the student as well as the cognitive load of the MFTT.

Assessment:
1. Cognitive Load activity

Takeaways:
1. Elements of CLT: extraneous, intrinsic and germane

Connections:
1. Self-Regulation
2. Executive Functioning
3. Time Management
4. Organization
5. Reading
6. Exam/Test Strategies

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159
APA References for Required Readings:
• Kirschner, P., Kirschner, F., & Paas, F. (2006). Cognitive load theory. Retrieved from
http://www.education.com/reference/article/ cognitive-load-theory/

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160
5: STUDY STRATEGIES TO USE WITH STUDENTS
This unit will be on Student Strategies to use with students. We will cover Time management,
procrastination, organization, reading, note-taking, writing and test/exam strategies.

5A: TIME MANAGEMENT
By the end of this unit, you will:
3. Describe components of time management
4. Practice creating weekly and semester calendar

Read before we meet:
1. Dembo and Seli (2016)-Chapter 6

Watch before we meet: None

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Review Time Management Handouts (Productivity Pyramid, Time Management quiz, Semester
calendar, Weekly Calendars)
3. Create semester and weekly calendar (examples)

Study Strategies
Time
Management
Procrastination Organization Reading Note-Taking Writing
Exam/Test Taking
Strategies
MFTT CURRICULUM

161
MODULE 5A: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.

While reading, consider these questions for this module:
1. What is time management?
2. How does one manage their time?
3. How does time management effect college students?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

MFTT CURRICULUM

162
Journal Sheet to use while reading

QUESTION THOUGHTS
What is time management?
How does one manage their
time?

How does time management
effect college students?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

163
5A: TIME MANAGEMENT
This lesson will focus on time management. It is important because making sure to know
what is due and when it is due is the foundation for study strategies in college.

Learning Outcomes:
1. Describe components of time management
2. Practice creating weekly and semester calendar

MFT Program Course Connections: None

Guiding Questions:
1. What is time management?
2. How does one manage their time?
3. How does time management effect college students?

Pre-Readings (read in this order):
1. Dembo and Seli (2016)-Chapter 6

Pre-Videos: NONE

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Review Time Management Handouts (Productivity Pyramid, Time Management quiz, Semester
calendar, Weekly Calendars)
a. Time Management is the crux of the first few appointments with students as it lays a
foundation and roadmap for future sessions. It is important that the MFTT understand the
handouts that are available for use with students as there are many that can be used for the
individual preference of students. The MFTT will likely also have a personal benefit in the
handouts as they also have busy schedules.
3. Create semester and weekly calendar (examples)
a. To help with understanding how to make a calendar, the MFTT will make a personal
semester and weekly calendar. It will benefit them as well as give them practice on how to
make calendars.

Assessments:
1. Creating personal weekly calendar
2. Creating a personal semester calendar

Takeaways:
1. Components of time management
2. How to begin coaching sessions with time management
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164
Connections:
1. Executive Functioning
2. Self-Regulation

APA References for Required Readings:
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.

MFTT CURRICULUM

165
5: STUDY STRATEGIES TO USE WITH STUDENTS
This unit will be on Student Strategies to use with students. We will cover Time management,
procrastination, organization, reading, note-taking, writing and test/exam strategies.

5B: PROCRASTINATION
By the end of this unit, you will:
3. Articulate the difference between skill versus will
4. Examine the relationship between time management and procrastination

Read before we meet:
1. Hensley (2016)

Watch before we meet: None

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Skill vs Will (handout)
3. Identify Procrastination Beliefs (Identifying Procrastination Beliefs and Procrastination Tips handouts)
4. Case Scenarios (Case Scenarios worksheet)

Study Strategies
Time
Management
Procrastination Organization Reading Note-Taking Writing
Exam/Test Taking
Strategies
MFTT CURRICULUM

166
MODULE 5B: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Hensley, L.C. (2016). The drawbacks of college students’ active procrastination. Journal of Student
Development, 57(2)-465-471.

While reading, consider these questions for this module:
1. What is procrastination?
2. What is active procrastination?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

MFTT CURRICULUM

167
Journal Sheet to use while reading

QUESTION THOUGHTS
What is procrastination?
What is active procrastination?
What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

168
5B: PROCRASTINATION
This lesson will focus on procrastination. It is important because procrastination can prevent
students from accomplishing what needs to be done as well as producing sub-optimal results.
By being able to figure out what is procrastination as well as the reason for procrastination, it
can help figure out the study strategies needed to help the student.

Learning Outcomes:
1. Articulate the difference between skill versus will
2. Examine the relationship between time management and procrastination

MFT Program Course Connections: None

Guiding Questions:
1. What is procrastination?
2. What is active procrastination?

Pre-Readings (read in this order):
1. Hensley (2016)

Pre-Videos: None

Assessments:
1. Case Scenario

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Skill vs Will (handout)
a. Procrastination often can be narrowed down to an issue with skill, not knowing how to do
the task, or an issue with will, not having the motivation to complete the task. This handout
has a flow chart to help determine with students if it is an issue of skill or an issue with will.
3. Identify Procrastination Beliefs (Identifying Procrastination Beliefs and Procrastination Tips
handouts)
a. There are many beliefs that students can hold while procrastinating. By identifying
procrastination beliefs, it can help figure out how to combat it. These handouts can be used
with students directly.
4. Case Scenarios (Case Scenarios BLANK and ANSWERS)
a. There are 3 scenarios involving typical students. The MFTT can decide if it is an issue of skill
vs will and start to brainstorm potential questions that could be used with the student.

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169
Takeaways:
1. Active procrastination vs passive procrastination
2. Issues with skill vs will

Connections:
1. Executive Function
2. Self-Regulation
3. Time Management

Additional Reading:
1. Pychyl, T. A. (2010). Solving the Procrastination Puzzle. New York: Penguin.

APA References for Required Readings:
• Hensley, L.C. (2016). The drawbacks of college students’ active procrastination. Journal of Student
Development, 57(2)-465-471.

MFTT CURRICULUM

170
5: STUDY STRATEGIES TO USE WITH STUDENTS
This unit will be on Student Strategies to use with students. We will cover Time management,
procrastination, organization, reading, note-taking, writing and test/exam strategies.

5C: ORGANIZATION
By the end of this unit, you will:
3. Describe time estimation
4. Create action plan/to do list

Read before we meet:
1. Covey (1994) selections

Watch before we meet:
1. Coveys quadrants https://www.youtube.com/watch?v=OI9VLDWXavg (6:28)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Covey’s Quadrants (handouts)
3. Time Estimation (handouts)
4. Action plan/to do list (handouts)
5. Create Time Estimation/to do list for tasks for next week

Study Strategies
Time
Management
Procrastination Organization Reading Note-Taking Writing
Exam/Test Taking
Strategies
MFTT CURRICULUM

171
MODULE 5C: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Covey, S.R., Merrill, A.R., & Merrill, R.R. (1994). First Things First. New York: Simon & Schuster.

While reading, consider these questions for this module:
1. How is organization important for college students?
2. How does it relate to time management?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

MFTT CURRICULUM

172
Journal Sheet to use while reading

QUESTION THOUGHTS
How is organization important
for college students?

How does it relate to time
management?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

173
5C: ORGANIZATION
This lesson will review organization and how setting up a plan before launching into studying
can be beneficial. It is important because knowing what needs to be completed helps with
time management and anti-procrastination strategies.

Learning Outcomes:
1. Describe time estimation
2. Create action plan/to do list

MFT Program Course Connections: None.

Guiding Questions:
1. How is organization important for college students?
2. How does it relate to time management?

Pre-Readings (read in this order):
1. Covey (1994) selections

Pre-Videos:
1. Coveys quadrants https://www.youtube.com/watch?v=OI9VLDWXavg (6:28)

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Covey’s Quadrants (handouts)
a. Covey’s quadrants are a cornerstone of organization. By understanding the four quadrants
and what they each represent, it is possible to see where tasks fall on the importance vs
urgent continuum.
3. Time Estimation (handouts)
a. With organization, there is a time management component. If one does not know how long
it will take to complete a task, it will be difficult to get the tasks done in time.
4. Action plan/to do list (handouts in Form)
a. It is important to divide up assignments and work and decide when it will be completed.
5. Create Time Estimation/to do list for tasks for next week
a. For the MFTT to get hands on experience, they will make a to do list of tasks for the next
week, and create a time estimation for the week. Throughout the week they will see how
accurate their time estimation was.

Assessments:
1. Creating personal examples

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174
Takeaways:
1. Covey’s quadrants
2. How time estimation effects time management

Connections:
1. Time Management
2. Procrastination
3. Self-Regulation
4. Executive Functioning

APA References for Required Readings:
• Covey, S.R., Merrill, A.R., & Merrill, R.R. (1994). First Things First. New York: Simon & Schuster.

MFTT CURRICULUM

175
5: STUDY STRATEGIES TO USE WITH STUDENTS
This unit will be on Student Strategies to use with students. We will cover Time management,
procrastination, organization, reading, note-taking, writing and test/exam strategies.

5D: READING
By the end of this unit, you will:
3. Articulate SQR3 (Survey-Question-Read-Recite-Review)
4. Practice reading with strategies

Read before we meet:
1. Dembo and Seli (2016)-Chapter 8

Watch before we meet:
1. Reading Strategies: https://app2.canyons.edu/Offices/matric/vll/L2L_Unit5.html

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Active Reading Review (Reading handouts)
3. Active Reading practice with article (Pascarella article)

Study Strategies
Time
Management
Procrastination Organization Reading Note-Taking Writing
Exam/Test Taking
Strategies
MFTT CURRICULUM

176
MODULE 5D: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.

While reading, consider these questions for this module:
1. What is SQR3?
2. What is active reading?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

MFTT CURRICULUM

177
Journal Sheet to use while reading

QUESTION THOUGHTS
What is SQR3?
What is active reading?
What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

178
5D: READING
This lesson will focus on reading and the SQR3 technique. It is important because it is a way
to actively read and manage the high level of reading in college courses.

Learning Outcomes:
1. Articulate SQR3 (Survey-Question-Read-Recite-Review)
2. Practice reading with strategies

MFT Program Course Connections: None.

Guiding Questions:
1. What is SQR3?
2. What is active reading?

Pre-Readings (read in this order):
1. Dembo and Seli (2016)-Chapter 8

Pre-Videos:
1. Reading Strategies: https://app2.canyons.edu/Offices/matric/vll/L2L_Unit5.html

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees thinking about the pre-readings and videos they have
watched before coming into the meeting. It will allow for explaining in detail some of the
readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Active Reading Review (Reading handouts)
a. There are many handouts on how to actively read versus being passive. By getting students
in engaged in their reading, it can help with learning the material.
3. Active Reading practice with article (Pascarella article)
a. The steps are easy to follow (Survey-Question-Read-Recite-Review) but it is important to
practice. The MFTT will get to practice on a sample article.

Assessments:
1. Practicing reading strategies with Pascarella article

Takeaways:
1. The steps of SQR3 and how they relate to active reading

Connections:
1. Self-Regulation
2. Executive Functioning

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APA References for Required Readings:
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.

MFTT CURRICULUM

180
5: STUDY STRATEGIES TO USE WITH STUDENTS
This unit will be on Student Strategies to use with students. We will cover Time management,
procrastination, organization, reading, note-taking, writing and test/exam strategies.

5E:NOTE-TAKING
By the end of this unit, you will:
3. Articulate note-making versus note-taking
4. Practice of note-taking with and without strategies

Read before we meet:
1. Dembo & Seli (2016)-Chapter 9
2. Muller & Oppenheimer (2014)
3. Sana, Weston, & Cepeda (2013)

Watch before we meet:
1. https://app2.canyons.edu/Offices/matric/vll/L2L_Unit6.html
2. https://app2.canyons.edu/Offices/matric/vll/L2L_Unit7.html

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Note-Taking/Note-Making (Note-taking handouts)
3. Practice note-making with lecture (https://www.youtube.com/watch?v=1A4w3W94ygA)

Study Strategies
Time
Management
Procrastination Organization Reading Note-Taking Writing
Exam/Test Taking
Strategies
MFTT CURRICULUM

181
MODULE 5E: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.
• Mueller, P. A. & Oppenheimer, D. M., (2014). The pen is mightier than the keyboard: Advantages of
longhand over laptop note taking. Psychological Science, 25(6), 1159- 1168.
• Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both
users and nearby peers. Computers and Education, 62, 24-31.

While reading, consider these questions for this module:
1. What is the difference between note-making and note-taking?
2. What are the steps of note-making?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

MFTT CURRICULUM

182
Journal Sheet to use while reading

QUESTION THOUGHTS
What is the difference between
note-making and note-taking?

What are the steps of note-
making?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

MFTT CURRICULUM

183
5E: NOTE-TAKING
This lesson will focus on note-taking. It is important because it allows for learning the
difference between note-making and note-taking and how to use it in classes.

Learning Outcomes:
1. Articulate note-making versus note-taking
2. Practice of note-taking with and without strategies

MFT Program Course Connections: None.

Guiding Questions:
1. What is the difference between note-making and note-taking?
2. What are the steps of note-making?

Pre-Readings (read in this order):
1. Dembo & Seli (2016)-Chapter 9
2. Muller & Oppenheimer (2014)
3. Sana, Weston, & Cepeda (2013)

Pre-Videos:
1. https://app2.canyons.edu/Offices/matric/vll/L2L_Unit6.html
2. https://app2.canyons.edu/Offices/matric/vll/L2L_Unit7.html

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to think about the pre-readings and videos they have
watched before coming into the meeting. It will allow for explaining in detail some of the
readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Note-Taking/Note-Making (Note-taking handouts)
a. Note-taking is a skill many students struggle with. Many of these handouts take a barometer
on one’s note-taking skills and has helpful hints for how to take notes in class
3. Practice note-making with lecture (https://www.youtube.com/watch?v=1A4w3W94ygA)
a. To give the MFTT practice with note-taking, they will watch a sample lecture to try the new
techniques they have reviewed.

Assessments:
1. Practice note-making with lecture

Takeaways:
1. The steps of note-making
2. The difference between taking notes on a computer and on paper and pencil

Connections:
1. Reading
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184

Additional Readings:
1. Flora Wei et al (2014)

APA References for Required Readings:
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.
• Mueller, P. A. & Oppenheimer, D. M., (2014). The pen is mightier than the keyboard: Advantages of
longhand over laptop note taking. Psychological Science, 25(6), 1159- 1168.
• Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both
users and nearby peers. Computers and Education, 62, 24-31.

MFTT CURRICULUM

185
5: STUDY STRATEGIES TO USE WITH STUDENTS
This unit will be on Student Strategies to use with students. We will cover Time management,
procrastination, organization, reading, note-taking, writing and test/exam strategies.

5F:WRITING
By the end of this unit, you will:
3. Describe outlining for a paper
4. Create paper outline for an upcoming assignment

Read before we meet:
1. Subrahmanyam et al (2014)

Watch before we meet:
1. https://app2.canyons.edu/Offices/matric/vll/WB_Pt1.html

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Structure of a paper (Writing handouts)
3. Example paper topic (topic: CBT) and future class assignment

Study Strategies
Time
Management
Procrastination Organization Reading Note-Taking Writing
Exam/Test Taking
Strategies
MFTT CURRICULUM

186
MODULE 5F: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Subrahmanyam, K., Michikyan, M., Clemmons, C., Carrillo, R., Uhls, Y.T., & Greenfield, P.M. (2014).
Learning from paper, learning from screens: impact of screen reading and multitasking conditions on
reading and writing among college students. International Journal of Cyber Behavior, Psychology,
and Learning, 3(4), 1-27.

While reading, consider these questions for this module:
1. What are the steps for outlining a paper?
2. How does outlining happen?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What are the steps for outlining
a paper?

How does outlining happen?
What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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5F: WRITING
This lesson will focus on writing strategies. It is important because strategies on how to
outline a paper and split up the sections of the paper.

Learning Outcomes:
1. Describe outlining for a paper
2. Create paper outline for an upcoming assignment

MFT Program Course Connections: None.

Guiding Questions:
1. What are the steps for outlining a paper?
2. How does outlining happen?

Pre-Readings (read in this order):
1. Subrahmanyam et al (2014)

Pre-Videos:
1. https://app2.canyons.edu/Offices/matric/vll/WB_Pt1.html

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Structure of a paper (Writing handouts)
a. There are many handouts on how to organize and write a paper. By reviewing these
handouts, it will give the MFTT options to use with students.
3. Example paper topic (topic: CBT) and future class assignment
a. To give the MFTT practice with paper writing, they will outline a sample paper on a CBT
paper. They can also outline a paper they have in an upcoming class (if applicable)

Assessments:
1. Create paper outline

Takeaways:
1. Paper structure/How to outline a paper

Connections:
1. Executive Functioning
2. Self-Regulation

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APA References for Required Readings:
• Subrahmanyam, K., Michikyan, M., Clemmons, C., Carrillo, R., Uhls, Y.T., & Greenfield, P.M. (2014).
Learning from paper, learning from screens: impact of screen reading and multitasking conditions on
reading and writing among college students. International Journal of Cyber Behavior, Psychology,
and Learning, 3(4), 1-27.

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5: STUDY STRATEGIES TO USE WITH STUDENTS
This unit will be on Student Strategies to use with students. We will cover Time management,
procrastination, organization, reading, note-taking, writing and test/exam strategies.

5G: TEST STRATEGIES
By the end of this unit, you will:
3. Articulate test strategies and how they vary for different types of tests
4. Examine testing accommodations and how they vary depending on the diagnosis

Read before we meet:
1. Subr Dembo and Seli (2016)-Chapter 10 and 11
2. Mapou (2009)

Watch before we meet:
1. https://app2.canyons.edu/Offices/matric/vll/ENG081_Pt1.html

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Reviewing Test strategies (Exam Plan, Study Steps, Successful Study Strategies, Study Guide,
Study Tips handouts)
3. Activity with Accommodations (Test Accommodations handout)

Study Strategies
Time
Management
Procrastination Organization Reading Note-Taking Writing
Exam/Test Taking
Strategies
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MODULE 5F: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.
• Mapou, R.L. (2009). Adult learning and Disabilities and ADHD: Research‐Informed
Assessment. New York: Oxford.
While reading, consider these questions for this module:
1. What are test strategies?
2. Do exam preparatory strategies differ for the type of tests?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What are test strategies?
Do exam preparatory strategies
differ for the type of tests?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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5G: TEST/EXAM STRATEGIES
This lesson will review test and exam preparatory strategies. It is important because different
types of exams have different test strategies. Along with that, students with diagnosed
disabilities can have testing accommodations depending on the diagnosis.

Learning Outcomes:
1. Articulate test strategies and how they vary for different types of tests
2. Examine testing accommodations and how they vary depending on the diagnosis

MFT Program Course Connections: None

Guiding Questions:
1. What are test strategies?
2. Do exam preparatory strategies differ for the type of tests?

Pre-Readings (read in this order):
1. Dembo and Seli (2016)-Chapter 10 and 11
2. Mapou (2009)

Pre-Videos:
1. https://app2.canyons.edu/Offices/matric/vll/ENG081_Pt1.html

Activities:
1. Discussion/Questions on the readings
o This will be a way to get the trainees to thinking about the pre-readings and videos they have
watched before coming into the meeting. It will allow for explaining in detail some of the readings as
well as clear up any misconceptions or questions they may still have. By following the same
questions each time, they will come to know what to expect and it will also allow for them to make
deeper connections to the readings and other units.
2. Reviewing Test strategies (Exam Plan, Study Steps, Successful Study Strategies, Study Guide, Study
Tips handouts)
o There are many handouts on how to study for tests depending on how the test is designed. By
reviewing these handouts, it will give the MFTT options to use with students.
3. Activity with Accommodations (Test Accommodations handout)
o The MFTT will be assisting students that have diagnosed disabilities and have accommodations. This
activity will show that the disability diagnosed will effect the type of accommodations that are
available for assistance.

Assessments:
1. Test Accommodations Activity

Takeaways:
1. Different exam preparatory strategies for different types of exams
2. Test accommodations depends on diagnosis

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Connections:
1. Time management
2. Organization
3. Procrastination
4. Potential Diagnoses Unit

APA References for Required Readings:
• Dembo, M., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-
regulated learning. 5th edition. New York: Taylor & Francis.
• Mapou, R.L. (2009). Adult learning and Disabilities and ADHD: Research‐Informed Assessment. New
York: Oxford.

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6: STRESS MANAGEMENT AND SELF CARE
This unit will be on self-care and stress management both with students and with yourself. We
will cover stress management techniques and self-care techniques.

6A: STRESS MANAGEMENT
By the end of this unit, you will:
1. Articulate signs of burnout in themselves (compassion fatigue)
2. Recognize signs of burnout in students
3. Examine techniques for lessening stress in students

Read before we meet:
1. Davis, Eshelman, & McKay (2008)-Relaxation and stress reduction selections
2. Teater & Ludgate (2014)-Overcoming Compassion Fatigue selections

Watch before we meet:
1. College Students and Mental Health Concerns: https://www.youtube.com/watch?v=QSiMCluPFuY
(6:47)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Review Burnout instruments from readings
3. Review Stress Management (Stress Signals, Symptoms Checklist handouts)
4. Review and Practice Stress Management Techniques (Tips to Relief Stress, Breathing Tips, Simple
Stretches, Meditation How to, Meditation handouts)

Stress
Management/Self-
Care
Stress
Management
Self-Care
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MODULE 6A: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Davis, M., Eshelman, E.R., & McKay, M. (2008). The relaxation and stress reduction workbook: Sixth
edition. Oakland, CA: New Harbinger.
• Teater, M., & Ludgate, J. (2014). Overcoming Compassion Fatigue: A Practical Resilience Workbook.
Eau Claire, WI: PESI.

While reading, consider these questions for this module:
1. What is burnout?
2. What does burnout look like?
3. What is stress?
4. What is stress management?
5. What are techniques that can be used to lessen stress?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is burnout?
What does burnout look like?
What is stress?
What is stress management?
What are techniques that can
be used to lessen stress?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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6A: STRESS MANAGEMENT
This lesson will be on stress management. It is important because many students come to the
center with overwhelming stress and being able to manage it is crucial for academic success.

Learning Outcomes:
1. Articulate signs of burnout in themselves (compassion fatigue)
2. Recognize signs of burnout in students
3. Examine techniques for lessening stress in students

MFT Program Course Connections: None

Guiding Questions:
1. What is burnout?
2. What does burnout look like?
3. What is stress?
4. What is stress management?
5. What are techniques that can be used to lessen stress?

Pre-Readings (read in this order):
1. Davis, Eshelman, & McKay (2008)-Relaxation and stress reduction selections
2. Teater & Ludgate (2014)-Overcoming Compassion Fatigue selections

Pre-Videos:
1. College Students and Mental Health Concerns:
https://www.youtube.com/watch?v=QSiMCluPFuY (6:47)

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some
of the readings as well as clear up any misconceptions or questions they may still have.
By following the same questions each time, they will come to know what to expect and
it will also allow for them to make deeper connections to the readings and other units.
2. Review Burnout instruments from readings
a. Many of the readings have scales that can be used to determine burnout. For the MFTT,
they may take the scales and have issues come up for them. They may also not be
experiencing burnout but can learn to recognize the signs of burnout for the future as
well as for their students.
3. Review Stress Management (Stress Signals, Symptoms Checklist handouts)
a. Signs and symptoms of stress are different in everyone. It is important to understand
the potential ones and have handouts that can be used with students to help qualify
what signs and symptoms they are feeling. These handouts are also useful for the MFTT
to use with themselves.
4. Review and Practice Stress Management Techniques (Tips to Relief Stress, Breathing Tips,
Simple Stretches, Meditation How to, Meditation handouts)
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a. Just as signs and symptoms can be different for everyone, so can tips to help relief
stress. These are all great handouts to use with students to try different techniques and
they can also use them with themselves.
b. After reviewing the technique, time will be spent practicing 2-3 of the techniques.

Assessments:
1. Stress Management Practice

Takeaways:
1. Techniques that are easy to explain and easy to practice with students

Connections:
1. Study Strategies

APA References for Required Readings:
• Davis, M., Eshelman, E.R., & McKay, M. (2008). The relaxation and stress reduction workbook: Sixth
edition. Oakland, CA: New Harbinger.
• Teater, M., & Ludgate, J. (2014). Overcoming Compassion Fatigue: A Practical Resilience Workbook.
Eau Claire, WI: PESI.

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6: STRESS MANAGEMENT AND SELF CARE
This unit will be on self-care and stress management both with students and with yourself. We
will cover stress management techniques and self-care techniques.

6B:Self-Care
By the end of this unit, you will:
1. Implement personal strategies for wellness
2. Describe healthy habits and how they affect academics

Read before we meet:
1. Wellness scales to take
2. Myers, Sweeney, Poprick, Wesley, Bordfield, & Fingerhut (2012)
3. Moses, Bradley, & O'Callaghan (2016)

Watch before we meet: None

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Self-model (handout)
3. Instruments (Wellness Scale Scores). We will score the scales if you have not already. We will compare
to the Readings.
4. Discuss Wellness (Wellness Handout)
5. Sleep Handouts to use with students (Sleep Handouts folder)

Stress
Management/Self-
Care
Stress
Management
Self-Care
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MODULE 6B: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Moses, J., Bradley, G.L., & O’Callaghan, F. V. (2016). When college students look after themselves:
self-care practices and well-being. Journal of Student Affairs Research and Practice, 53(3), 346-359.
• Myers, S., Sweeney, A.C., Popick, V., Wesley, K., Bordfield, A. & Fingerhut, R. (2012). Self-care
practices and perceived stress levels among psychology graduate students. Training and Education
in Professional Psychology,6(1), 55-66.

While reading, consider these questions for this module:
1. What is self-care?
2. What are some personal wellness strategies?
3. Why is sleep crucial for self-care?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is self-care?
What are some personal
wellness strategies?

Why is sleep crucial for self-
care?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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6B: SELF-CARE
This lesson will be on self-care. It is important because as they say when you get on the
airplane-put on your masks before assisting others. Taking care of oneself and avoiding
burnout/fatigue is important. It is also good for students to make sure they are practicing
self-care as well.

Learning Outcomes:
1. Implement personal strategies for wellness
2. Describe healthy habits and how they affect academics

MFT Program Course Connections: None

Guiding Questions:
1. What is self-care?
2. What are some personal wellness strategies?
3. Why is sleep crucial for self-care?

Pre-Readings (read in this order):
1. Wellness scales to take
2. Myers, Sweeney, Poprick, Wesley, Bordfield, & Fingerhut (2012)
3. Moses, Bradley, & O'Callaghan (2016)

Pre-Videos: None

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Self-model (handout)
a. This is a model of self-care/framework that demonstrates the full effect of self-care on many
aspects of life.
3. Instruments (Wellness Scale Scores)
a. This activity is a fun way to relate to the articles as the scales taken were used in the article
about self-care in beginning trainees. It can be used to compare their personal results with
that of the study. It also allows for them to be self-reflective as they begin their mental
health professional journey.
4. Discuss Wellness (Wellness Handout)
a. There are many aspects of wellness and not an exact right or wrong answer for many of
them. This handout has a lot of information gathered on all aspects of self-care: eating,
sleeping, exercise, etc and can be used for themselves as well as used with students.
5. Sleep Handouts to use with students (Form folder)
a. Sleep is the top self-care concern for students that come into the LC. It is important for the
MFTT to understand sleep and its importance and how to explain to students. Sleep is also a
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top concern for the graduate students that work in the office, so they can use the tips for
themselves as well.
6. Assessments
a. Personal wellness scales

Takeaways:
1. The importance of taking care of one’s self before taking care of others

Connections:
1. Assessment

APA References for Required Readings:
• Moses, J., Bradley, G.L., & O’Callaghan, F. V. (2016). When college students look after themselves:
self-care practices and well-being. Journal of Student Affairs Research and Practice, 53(3), 346-359.
• Myers, S., Sweeney, A.C., Popick, V., Wesley, K., Bordfield, A. & Fingerhut, R. (2012). Self-care
practices and perceived stress levels among psychology graduate students. Training and Education
in Professional Psychology,6(1), 55-66.

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7:ASSESSMENTS
This unit will be on assessments that can be used with students. We will cover the LASSI, which
will be used with all of your student clients, as well as other assessments that could be used
such as the BAI, BDI, BRIEF, CAARS, and more.

7A: LASSI
By the end of this unit, you will:
1. Evaluate LASSI scales
2. Analyze score report of a LASSI
3. Practice how to present findings of the LASSI

Read before we meet:
1. Parker, et al (2016)
2. LASSI user manual (2016)

Watch before we meet: None

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Review practice LASSI and manual (LASSI Student Report handout AND LASSI user manual
from readings)
3. Take LASSI on ipads and interpret scores (Web Instructions handout). We will do this in
session and then show our results and compare.
4. Compare scales with components of self-regulation (LASSI and self-regulation worksheet)

Assessments
LASSI
Other
Assessments
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MODULE 7A: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Parker, D.R., Hoffman, S.F., Sawilowsky, S., & Rolands, L. (2016). An examination of the effects of
ADHD Coaching on university students’ executive functioning. Journal of Postsecondary Education
and Disability, 24(2), 115-132.
• Weinstein, C. E., Palmer, D. R., & Acee, T. W. (2016). Learning and Study Strategies Inventory (LASSI):
User’s manual (3rd ed.). Clearwater, FL: H & H Publishing.

While reading, consider these questions for this module:
1. What is the LASSI?
2. What is it used for?
3. What are your LASSI scores?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is the LASSI?
What is it used for?
What are your LASSI scores?
What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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7A: LASSI
This lesson will focus on the LASSI, which is an assessment on study skills. It is important
because it shows a baseline for students and where they are with study strategies. A post
assessment is given at the end of coaching to be able to compare and see when gains have
bene made.

Learning Outcomes:
1. Evaluate LASSI scales
2. Analyze score report of a LASSI
3. Practice how to present findings of the LASSI

MFT Program Course Connections: Research Methods, Measurement

Guiding Questions:
1. What is the LASSI?
2. What is it used for?
3. What are your LASSI scores?

Pre-Readings (read in this order):
1. Parker, et al (2016)
2. LASSI user manual (2016)

Pre-Videos: None

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some
of the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Review practice LASSI and manual (LASSI Student Report handout AND LASSI user
manual from readings)
a. The LASSI is a study strategy inventory used with students that are in the
academic coaching program. This inventory is something the MFTT will do with all
their regular student clients. Understanding its background in the manual and how
to read a score report is crucial.
b. Showing results and passing around various results can help. Can pull up the
account and look at other LASSI reports.
3. Take LASSI on ipads and interpret scores (Web Instructions handout)
a. After they understand what the LASSI is and how to interpret, the next step is to
understand how to give the assessment on ipads. By doing the assessment
themselves, it will give them an opportunity to practice as well as give them an
opportunity to see what the assessment is like. They can take the assessment as
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themselves to see how they score or they can take it at random.
4. Compare scales with components of self-regulation (LASSI and self-regulation BLANK
and ANSWERS)
a. After a couple of examples of score reports, they can compare the 6 components
of self-regulation from the previous module (motivation, methods of learning,
monitoring performance, use of time, social environment, physical environment)
and how the LASSI scales relate to these components.

Assessments:
1. Taking the LASSI

Takeaways:
1. How to administer and interpret the LASSI

Connections:
1. First Session
2. Self-Regulation
3. Executive Functioning
4. Study Strategies

Additional Readings:
1. Field et al (2014)

APA References for Required Readings:
• Parker, D.R., Hoffman, S.F., Sawilowsky, S., & Rolands, L. (2016). An examination of the effects of
ADHD Coaching on university students’ executive functioning. Journal of Postsecondary Education
and Disability, 24(2), 115-132.
• Weinstein, C. E., Palmer, D. R., & Acee, T. W. (2016). Learning and Study Strategies Inventory (LASSI):
User’s manual (3rd ed.). Clearwater, FL: H & H Publishing.

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7:ASSESSMENTS
This unit will be on assessments that can be used with students. We will cover the LASSI, which
will be used with all of your student clients, as well as other assessments that could be used
such as the BAI, BDI, BRIEF, CAARS, and more.

7B: OTHER ASSESSMENTS
By the end of this unit, you will:
1. Articulate reasons for assessment and what they serve to do
2. Explain flowchart process for assessment to others
3. Analyze assessment reports

Read before we meet:
1. Explanation of Assessments
2. Taking and Scoring Assessments: BAI, BDI, BAARS, BDEFS, BFIS, MAAS, GAD-7, RAADS

Watch before we meet: None

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Assessment Procedure in the office (Assessment for MFT, Assessment Screening Chart,
Consent, Summary Form)
3. Scoring and Interpreting Assessments
4. Review Statistical analysis/Normal Curve (Descriptive Statistics, Pocket Statistics handout)
5. Review sample report (Sample Report Write-up handout)

Assessments
LASSI
Other
Assessments
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MODULE 7B: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Barkley, R. A. (2011). Barkley adult ADHD rating scale-IV (BAARS-IV). New York: Guilford Press.
• Barkley, R. A. (2011). Barkley deficits in executive functioning scale (BDEFS). New York: Guilford
Press.
• Barkley, R. A. (2011). Barkley functional impairment scales (BFIS). New York: Guilford Press.
• Beck, A.T., & Steer, R.A. (1993). Beck Anxiety Inventory Manual. San Antonio, TX:
• Psychological Corporation.
• Beck, A. T., Steer, R. A., & Brown, G. K. (1996). Beck Depression Inventory-II. San Antonio,
• TX: Harcourt Brace.
• Brown, K.W., & Ryan, R.M. (2003). The benefits of being present: Mindfulness and its role in
psychological well-being. Journal of Personality and Social Psychology, 84, 822-848.
• Eriksson, J.M., Andersen, M.J., & Bejerot, S. (2013). RAADS-14 Screen: Validity of a screening tool for
Autism Spectrum Disorder in an adult psychiatric population. Molecular Autism, 4(1), 49.
• Spitzer, R.L., Kroenke, K., Williams, J.B., & Lowe, B. (2006). A brief measure for assessing generalized
anxiety disorder: the GAD-7. Archives of internal medicine, 166(10), 1092-1097.

While reading, consider these questions for this module:
1. What assessments can we offer students?
2. How can assessments be helpful in a student case?
3. What is the assessment referral process?
4. How do ones read assessment reports?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What assessments can we offer
students?

How can assessments be
helpful in a student case?

What is the assessment referral
process?

How do ones read assessment
reports?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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7B: ASSESSMENTS
This lesson will be on Assessments. It is important because the trainees will get the
opportunity to take, score, and interpret the assessments, which they can do with students.
Also, they will learn how to read a psychological assessment report.

Learning Outcomes:
1. Articulate reasons for assessment and what they serve to do
2. Explain flowchart process for assessment to others
3. Analyze assessment reports

MFT Program Course Connections: Research Methods, Measurement

Guiding Questions:
1. What assessments can we offer students?
2. How can assessments be helpful in a student case?
3. What is the assessment referral process?
4. How do ones read assessment reports?

Pre-Readings (read in this order):
1. Explanation of Assessments
2. Taking and Scoring Assessments: BAI, BDI, BAARS, BDEFS, BFIS, MAAS, GAD-7, RAADS

Pre-Videos: None

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to thinking about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Assessment Procedure in the office (Assessment for MFT, Assessment Screening Chart,
Consent, Summary Form)
a. Before looking at the scoring of instruments, it is important to understand what
assessments the MFTT can do as well as the system for them getting referrals
outside of their own students they see. Since they will be doing something beyond
their initial consent, the students will need to sign a separate assessment consent.
3. Scoring and Interpreting Assessments
a. As part of their Pre-Reading, the MFTT will take and try and score the assessments.
This time will be spent ensuring they scored the assessments correctly and reviewing
all the scoring guides.
4. Review Statistical analysis/Normal Curve (Descriptive Statistics, Pocket Statistics handout)
a. To understand the mechanism behind scoring, the MFTT will need a short review on
statistical analysis and the normal curve and how it relates to assessments.
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5. Review sample report (Sample Report Write-up handout)
a. The MFTT will have to write short sample reports for their Assessments after
completing the assessments so it is crucial to review what a sample report when
part of longer batteries look like.

Assessment:
1. Taking the Assessment scales and scoring them correctly

Takeaways:
1. Understanding the assessment referral process
2. How to conduct assessments with students
3. How to interpret assessment results
4. How assessment cases will be referred to them

Connections:
1. Interpreting the LASSI
2. Executive Functioning
3. Self-Care
4. ADHD/Depression/Anxiety/ASD

Additional Articles:
1. Fuller-Killgore, Burlison & Dwyer (2012)

APA References for Required Readings:
• Barkley, R. A. (2011). Barkley adult ADHD rating scale-IV (BAARS-IV). New York: Guilford Press.
• Barkley, R. A. (2011). Barkley deficits in executive functioning scale (BDEFS). New York: Guilford
Press.
• Barkley, R. A. (2011). Barkley functional impairment scales (BFIS). New York: Guilford Press.
• Beck, A.T., & Steer, R.A. (1993). Beck Anxiety Inventory Manual. San Antonio, TX:
• Psychological Corporation.
• Beck, A. T., Steer, R. A., & Brown, G. K. (1996). Beck Depression Inventory-II. San Antonio,
• TX: Harcourt Brace.
• Brown, K.W., & Ryan, R.M. (2003). The benefits of being present: Mindfulness and its role in
psychological well-being. Journal of Personality and Social Psychology, 84, 822-848.
• Eriksson, J.M., Andersen, M.J., & Bejerot, S. (2013). RAADS-14 Screen: Validity of a screening tool for
Autism Spectrum Disorder in an adult psychiatric population. Molecular Autism, 4(1), 49.
• Spitzer, R.L., Kroenke, K., Williams, J.B., & Lowe, B. (2006). A brief measure for assessing generalized
anxiety disorder: the GAD-7. Archives of internal medicine, 166(10), 1092-1097.

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8A: Self-Harm/Suicidality
By the end of this unit, you will:
1. Articulate the steps of assessing suicidality
2. Differentiate in a case if it meets the requirements for assessing suicidality
3. Analyze drug and alcohol use and its effects on academics

Read before we meet:
1. Downs and Eisenberg (2012)
2. Jensen & Nutt (2015): Teenage Brain-Chapters 8-10
3. DSM-5 Substance Use Criteria

Watch before we meet:
1. Student Testimony on Attempted Suicide: https://www.youtube.com/watch?v=ur8TZf6HWSs
(12:07)

Agenda for Meeting:
1. Discussion/Questions on the readings
2. Discuss steps for assessing suicidality (Questions to Hospitalize handout)
3. View case studies video
4. Use/Abuse (Use criteria worksheet)
Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8A: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Downs, M.F. & Eisenberg, D. (2012). Help seeking and treatment use among suicidal college
students. Journal of American College Health, 60(2), 104-114.
• Jensen, F. E., & Nutt, A. E. (2015) The teenage Brain: a neuroscientist’s survival guide to raising
adolescents and young adults. New York: Harper Collins.

While reading, consider these questions for this module:
1. What are the steps for assessing suicidality?
2. How do you know when it is time to hospitalize?
3. What are the effects of drug and alcohol use/abuse on academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What are the steps for
assessing suicidality?

How do you know when it is
time to hospitalize?

What are the effects of drug
and alcohol use/abuse on
academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8A: SELF-HARM/SUICIDALITY/ALCOHOL AND DRUG USE AND ABUSE
This lesson will be on self-harm/suicidality. It is important because student safety is of the
utmost importance. Being able to recognize signs of suicidality can save someone’s life. Along
with that, reviewing how drugs and alcohol effect students’ academics is something the
trainees will encounter often with students.

Learning Outcomes:
1. Articulate the steps of assessing suicidality
2. Differentiate in a case if it meets the requirements for assessing suicidality
3. Analyze drug and alcohol use and its effects on academics

MFT Program Course Connections: Psychopathology, Psychopharmacology

Guiding Questions:
1. What are the steps for assessing suicidality?
2. How do you know when it is time to hospitalize?
3. What are the effects of drug and alcohol use/abuse on academics?

Pre-Readings (read in this order):
1. Downs and Eisenberg, 2012
2. Jensen & Nutt (2015): Teenage Brain-Chapters 8-10
3. DSM-5 Substance Use Criteria

Pre-Videos:
1. Student Testimony on Attempted Suicide:
https://www.youtube.com/watch?v=ur8TZf6HWSs (12:07)

Activities:
1. Discussion/Questions on the readings
a. This will be a way to get the trainees to think about the pre-readings and videos they have
watched before coming into the meeting. It will allow for explaining in detail some of the
readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. Discuss steps for assessing suicidality (Questions to Hospitalize handout)
a. Suicidality can arise with students and it is important to know these questions when the
student is clearly a risk to themselves and/or others and what next steps would be
3. View case studies video
a. This video is part of a training on self-harm/suicidality and presents two cases: one which
should be hospitalized and one which should not. We will listen to the cases described and
then the trainees will decide of yes or no if they should hospitalize. After they give their
answers, the speaker on the video explains why or why not you would hospitalize.
4. Use/Abuse (Use criteria BLANK and ANSWERS handout)
a. Using the DSM-5, there will be a discussion on the difference between use and
abuse starting with an activity about the criterion for substance use/abuse per the
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DSM-5. From there, a discussion on drug and alcohol use from Teenage Brain will
take place.

Assessments:
1. Video Case Studies on Suicidality
2. Use Criteria Activity

Takeaways:
1. How to assess suicidality risk with students
2. How to know if drug and alcohol use is considered abuse

Connections:
• Suicidality risk and how to assess with students and relation to Informed Consent
• The connection between drug and alcohol use/abuse and the study strategies unit

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Downs, M.F. & Eisenberg, D. (2012). Help seeking and treatment use among suicidal college
students. Journal of American College Health, 60(2), 104-114.
• Jensen, F. E., & Nutt, A. E. (2015) The teenage Brain: a neuroscientist’s survival guide to raising
adolescents and young adults. New York: Harper Collins.

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8B: ADHD
By the end of this unit, you will:
3. Articulate DSM5 criteria for the diagnosis
4. Apply differential diagnosis between disorders using case studies
5. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

Read before we meet:
1. DSM-5 Criteria for ADHD
2. Brown (2005)
3. Safren, Sprich, Perlman, & Otto (2005): Mastering your Adult ADHD

Watch before we meet:
1. Student with ADHD: https://www.youtube.com/watch?v=EZ7zr7Ulex0 (1:47)
2. https://www.youtube.com/watch?v=RUMP5Q084rs (2:02)

Agenda for Meeting:
1. ADHD Pre-Assessment (ADHD assessment worksheet)
2. What is ADHD? (What is ADD handout)
3. Discussion/Questions on the readings
4. Differential Diagnosis Case (Differential Diagnosis Case worksheet)
5. Case Study (Case Study worksheet)

Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8B: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Brown, T.E. (2005). Attention Deficit Disorder: the unfocused mind in children and adults. Yale
University Press: New Haven, CT.
• Safren, S.A., Sprich, S., Perlman, C.A., & Otto, M.W. (2005). Mastering Your Adult ADHD: A Cognitive-
Behavioral Treatment Program. New York: Oxford.

While reading, consider these questions for this module:
1. What is ADHD?
2. How is it diagnosed?
3. How do you differential diagnose ADHD?
4. How does an ADHD diagnosis affect academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is ADHD?
How is it diagnosed?
How do you differential
diagnose ADHD?

How does an ADHD diagnosis
affect academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8B: ADHD
This lesson will be on ADHD. It is important because it is one of the top mental health
concerns that occur in the Center. Being able to recognize the signs and symptoms, as well as
how it effects academics is crucial for working with students.

Learning Outcomes:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

MFT Program Course Connections: Psychopathology, Psychopharmacology

Guiding Questions:
1. What is ADHD?
2. How is it diagnosed?
3. How do you differential diagnose ADHD?
4. How does an ADHD diagnosis affect academics?

Pre-Readings (read in this order):
1. DSM-5 Criteria for ADHD
2. Brown, 2005
3. Safren, Sprich, Perlman, & Otto, 2005: Mastering your Adult ADHD

Pre-Videos:
1. Student with ADHD: https://www.youtube.com/watch?v=EZ7zr7Ulex0 (1:47)
2. https://www.youtube.com/watch?v=RUMP5Q084rs (2:02)

Activities:
1. ADHD Pre-Assessment (ADHD assessment BLANK and ANSWERS)
a. This pre-assessment will allow for the MFTT and the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about the disorder. Depending
on how the MFTT answer, it will determine how much time is spent on review of the Pre-
Assessment and the explanation activity below.
2. What is ADHD? (What is ADD handout)
a. Using the DSM-5 criteria as guide, the handout goes over the DSM-5 criteria and other
aspects of the diagnosed disorder. It can serve as both a review of the pre-assessment as
well as an opportunity to understand other parts of the disorder.
3. Discussion/Questions on the readings
a. This activity will be a way to get the trainees to think about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
4. Differential Diagnosis Case (Differential Diagnosis Case handout and ANSWERS)
a. The trainees have had classes involving the different disorders in the DSM-5. This activity
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will allow them to understand the nuances and differences between the disorders and how
to diagnose them. This case is from a book on DSM-5 Clinical cases from the APA. The case
was selected to match the age range of college students and typical disorders they will
encounter while a MFTT.
5. Case Study (Case Study BLANK and ANSWERS)
a. This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessment:
1. Pre-Assessment
2. Differential Diagnosis Case
3. Case Study

Takeaways:
1. What is ADHD and how is it diagnosed in a clinical setting
2. How ADHD affects academics and study strategies that can help

Connections:
1. Executive Functioning,
2. Self-Regulation
3. Metacognition
4. Study Strategies

Additional Readings:
1. Kercood, Lineweaver, & Kugler, 2015
2. Lewandoski, Gathje, Lovett, & Gordon, 2013
3. Ofiesh, Moniz, & Bisagno, 2015

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Brown, T.E. (2005). Attention Deficit Disorder: the unfocused mind in children and adults. Yale
University Press: New Haven, CT.
• Safren, S.A., Sprich, S., Perlman, C.A., & Otto, M.W. (2005). Mastering Your Adult ADHD: A Cognitive-
Behavioral Treatment Program. New York: Oxford

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8C:ANXIETY
By the end of this unit, you will:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

Read before we meet:
1. DSM-5 Criteria for Anxiety
2. Sapadin (2004): Master Your Fears

Watch before we meet:
1. College Students with Anxiety and Depression: https://www.youtube.com/watch?v=zNlwRGc3LS8
(2:34)
2. Overview of the Anxiety Disorders: https://www.youtube.com/watch?v=Ha23BbieZO8 (10:42)

Agenda for Meeting:
1. Anxiety Pre-Assessment (Anxiety assessment worksheet)
2. Explain of Anxiety (Yerkes-Dodson Curve and Stress Response handouts)
3. Discussion/Questions on the readings
4. Review various handouts for students (Forms folder)
5. Differential Diagnosis Case (Differential Diagnosis Case worksheet)
6. Case Study (Case Study worksheet)

Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8C: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Sapadin, L. (2004). Master your fears: How to triumph over your worries and get on with your life.
Hoboken, NJ: John Wiley and Sons.

While reading, consider these questions for this module:
1. What is Anxiety?
2. How is it diagnosed?
3. How do you differential diagnose Anxiety?
4. How does an Anxiety diagnosis affect academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is Anxiety?
How is it diagnosed?
How do you differential
diagnose Anxiety?

How does an Anxiety diagnosis
affect academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8C: ANXIETY
This lesson will be on Anxiety. It is important because it is one of the top mental health
concerns that occur in the Center. Being able to recognize the signs and symptoms, as well as
how it effects academics is crucial for working with students.

Learning Outcomes:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

MFT Program Course Connections: Psychopathology, Psychopharmacology

Guiding Questions:
1. What is Anxiety?
2. How is it diagnosed?
3. How do you differential diagnose Anxiety?
4. How does an Anxiety diagnosis affect academics?

Pre-Readings (read in this order):
1. DSM-5 Criteria for Anxiety
2. Sapadin (2004): Master Your Fears

Pre-Videos:
1. College Students with Anxiety and Depression: https://www.youtube.com/watch?v=zNlwRGc3LS8
(2:34)
2. Overview of the Anxiety Disorders: https://www.youtube.com/watch?v=Ha23BbieZO8 (10:42)

Activities:
1. Anxiety Pre-Assessment (Anxiety assessment BLANK and ANSWERS)
o This pre-assessment will allow for the MFTT and the Instructor of the curriculum to determine
what the MFTT know and don’t quite understand about the disorder. Depending on how the
MFTT answer, it will determine how much time is spent on review of the Pre-Assessment and
the explanation activity below.
2. Explain of Anxiety (Yerkes-Dodson Curve and Stress Response handouts)
o Using the DSM-5 criteria as guide, the handout goes over the DSM-5 criteria and other aspects
of the diagnosed disorder. It can serve as both a review of the pre-assessment as well as an
opportunity to understand other parts of the disorder.
3. Discussion/Questions on the readings
o This activity will be a way to get the trainees to think about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
4. Review various handouts for students (Forms folder)
o These are a variety of handouts that can be used with students that are experiencing aspects of
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the disorder. These handouts are not needed for all students but help to build the toolkit of
what could be useful for students dealing with this disorder.
5. Differential Diagnosis Case (Differential Diagnosis Case handout and ANSWERS)
o The trainees have had classes involving the different disorders in the DSM-5. This activity will
allow them to understand the nuances and differences between the disorders and how to
diagnose them. This case is from a book on DSM-5 Clinical cases from the APA. The case was
selected to match the age range of college students and typical disorders they will encounter
while a MFTT.
6. Case Study (Case Study BLANK and ANSWERS)
o This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessment:
1. Pre-Assessment
2. Differential Diagnosis Case
3. Case Study

Takeaways:
1. What is Anxiety and how is it diagnosed
2. How Anxiety affects academics

Connections:
1. Executive Functioning
2. Self-Regulation
3. Metacognition
4. Study Strategies

Additional Readings:
1. Beiter, Nash, McCrady, Rhoades, Linscomb, Clarahan, & Sammut,2015

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Sapadin, L. (2004). Master your fears: How to triumph over your worries and get on with your life.
Hoboken, NJ: John Wiley and Sons.

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8D: DEPRESSION
By the end of this unit, you will:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

Read before we meet:
1. DSM-5 Criteria for Depression
2. Frank, Adkins, Thomas & Dick (2016) poster

Watch before we meet:
1. Student Perspective: https://www.youtube.com/watch?v=U2uPMmnv8Jg (7:41)

Agenda for Meeting:
1. Depression Pre-Assessment (Depression assessment worksheet)
2. What is Depression? (What is Depression and Vicious Cycle of Depression handout)
3. Discussion/Questions on the readings
4. Differential Diagnosis Case (Differential Diagnosis Case worksheet)
5. Case Study (Case Study worksheet)

Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8D: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Frank, J., Adkins, A., Thomas, N., & Dick, D. (2016). The relationship between exercise and depression
and anxiety in college students. Poster presentation at Virginia Commonwealth University,
Richmond, Virginia.

While reading, consider these questions for this module:
1. What is Depression?
2. How is it diagnosed?
3. How do you differential diagnose Depression?
4. How does a Depression diagnosis affect academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is Depression?
How is it diagnosed?
How do you differential
diagnose Depression?

How does a Depression
diagnosis affect academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8D: DEPRESSION
This lesson will be on Depression. It is important because it is one of the top mental health
concerns that occur in the center. Being able to recognize the signs and symptoms, as well as
how it effects academics is crucial for working with students.

Learning Outcomes:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

MFT Program Course Connections: Psychopathology, Psychopharmacology

Guiding Questions:
1. What is Depression?
2. How is it diagnosed?
3. How do you differential diagnose Depression?
4. How does a Depression diagnosis affect academics?

Pre-Readings (read in this order):
1. DSM-5 Criteria for Depression
2. Frank, Adkins, Thomas & Dick, 2016 poster

Pre-Videos:
1. Student Perspective: https://www.youtube.com/watch?v=U2uPMmnv8Jg (7:41)

Activities:
1. Depression Pre-Assessment (Depression assessment BLANK and ANSWERS)
a. This pre-assessment will allow for the MFTT and the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about the disorder. Depending
on how the MFTT answer, it will determine how much time is spent on review of the Pre-
Assessment and the explanation activity below.
2. What is Depression? (What is Depression and Vicious Cycle of Depression handout)
a. Using the DSM-5 criteria as guide, the handout goes over the DSM-5 criteria and other
aspects of the diagnosed disorder. It can serve as both a review of the pre-assessment as
well as an opportunity to understand other parts of the disorder.
3. Discussion/Questions on the readings
a. This activity will be a way to get the trainees to think about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
4. Differential Diagnosis Case (Differential Diagnosis Case handout and ANSWERS)
a. The trainees have had classes involving the different disorders in the DSM-5. This activity
will allow them to understand the nuances and differences between the disorders and how
to diagnose them. This case is from a book on DSM-5 Clinical cases from the APA. The case
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was selected to match the age range of college students and typical disorders they will
encounter while a MFTT.
5. Case Study (Case Study BLANK and ANSWERS)
a. This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessment:
1. Pre-Assessment
2. Differential Diagnosis Case
3. Case Study

Takeaways:
1. What is Depression and how is it diagnosed
2. How Depression affects academics

Connections:
1. Executive Functioning
2. Self-Regulation
3. Metacognition
4. Study Strategies

Additional Readings:
1. Tandoc, Ferruci, & Duffy, 2016

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Frank, J., Adkins, A., Thomas, N., & Dick, D. (2016). The relationship between exercise and depression
and anxiety in college students. Poster presentation at Virginia Commonwealth University,
Richmond, Virginia.

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8E: SLD
By the end of this unit, you will:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

Read before we meet:
1. DSM-5 Criteria for Specific Learning Disorder

Watch before we meet:
1. Student with SLD: https://www.youtube.com/watch?v=FrbaB-uVEpY (5:16)

Agenda for Meeting:
1. SLD Pre-Assessment (SLD assessment worksheet)
2. What is SLD? (SLD Tree handout)
3. Discussion/Questions on the readings
4. Differential Diagnosis Case (Differential Diagnosis Case worksheet)
5. Case Study (Case Study worksheet)

Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8E: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.

While reading, consider these questions for this module:
1. What is SLD?
2. How is it diagnosed?
3. How do you differential diagnose SLD?
4. How does a SLD diagnosis affect academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is SLD?
How is it diagnosed?
How do you differential
diagnose SLD?

How does a SLD diagnosis affect
academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8E: SPECIFIC LEARNING DISORDER (SLD)
This lesson will be on Specific Learning Disorder. It is important because it is one of the top
mental health concerns that occur in the center. Being able to recognize the signs and
symptoms, as well as how it effects academics is crucial for working with students.

Learning Outcomes:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

MFT Program Course Connections: Psychopathology, Psychopharmacology

Guiding Questions:
1. What is SLD?
2. How is it diagnosed?
3. How do you differential diagnose SLD?
4. How does a SLD diagnosis affect academics?

Pre-Readings (read in this order):
1. DSM-5 Criteria for Specific Learning Disorder

Pre-Videos:
1. Student with SLD: https://www.youtube.com/watch?v=FrbaB-uVEpY (5:16)

Activities:
1. SLD Pre-Assessment (SLD assessment BLANK and ANSWERS)
o This pre-assessment will allow for the MFTT and the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about the disorder. Depending
on how the MFTT answer, it will determine how much time is spent on review of the Pre-
Assessment and the explanation activity below.
2. What is SLD? (SLD Tree handout)
o Using the DSM-5 criteria as guide, the handout goes over the DSM-5 criteria and other
aspects of the diagnosed disorder. It can serve as both a review of the pre-assessment as
well as an opportunity to understand other parts of the disorder.
3. Discussion/Questions on the readings
o This activity will be a way to get the trainees to think about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
4. Differential Diagnosis Case (Differential Diagnosis Case handout and ANSWERS)
o The trainees have had classes involving the different disorders in the DSM-5. This activity
will allow them to understand the nuances and differences between the disorders and how
to diagnose them. This case is from a book on DSM-5 Clinical cases from the APA. The case
was selected to match the age range of college students and typical disorders they will
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encounter while a MFTT.
5. Case Study (Case Study BLANK and ANSWERS)
o This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessment:
1. Pre-Assessment
2. Differential Diagnosis Case
3. Case Study

Takeaways:
1. What is SLD and how is it diagnosed
2. How SLD affects academics

Connections:
1. Executive Functioning
2. Self-Regulation
3. Metacognition
4. Study Strategies

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8E: SLD
By the end of this unit, you will:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

Read before we meet:
1. DSM-5 Criteria for Autism Spectrum Disorder
2. Rando, Huber, & Oswald (2015)

Watch before we meet:
1. Students with ASD: https://www.youtube.com/watch?v=5lLmbYTILBc (5:02)

Agenda for Meeting:
1. ASD Pre-Assessment (ASD assessment handout)
2. What is ASD? (What is ASD handout)
3. Discussion/Questions on the readings
4. Differential Diagnosis Case (Differential Diagnosis Case handout)
5. Case Study (Case Study handout)

Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8E: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Rando, H, Huber, M.J., & Oswald, G.R. (2015). An academic coaching model intervention for college
students on the autism spectrum. Journal of Postsecondary education and disability, 28(3), 257-262.

While reading, consider these questions for this module:
1. What is ASD?
2. How is it diagnosed?
3. How do you differential diagnose ASD?
4. How does an ASD diagnosis affect academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is ASD?
How is it diagnosed?
How do you differential
diagnose ASD?

How does an ASD diagnosis
affect academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8F: AUTISM SPECTRUM DISORDER
This lesson will be on Autism Spectrum Disorder. It is important because students are utilizing
the center to help with the executive functioning issues that come along with ASD. Being able
to recognize the signs and symptoms, as well as how it effects academics is crucial for
working with students.

Learning Outcomes:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

MFT Program Course Connections: Psychopathology, Psychopharmacology

Guiding Questions:
1. What is ASD?
2. How is it diagnosed?
3. How do you differential diagnose ASD?
4. How does an ASD diagnosis affect academics?

Pre-Readings (read in this order):
1. DSM-5 Criteria for Autism Spectrum Disorder
2. Rando, Huber, & Oswald, 2015

Pre-Videos:
Students with ASD: https://www.youtube.com/watch?v=5lLmbYTILBc (5:02)

Activities:
1. ASD Pre-Assessment (ASD assessment BLANK and ANSWERS)
a. This pre-assessment will allow for the MFTT and the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about the disorder. Depending
on how the MFTT answer, it will determine how much time is spent on review of the Pre-
Assessment and the explanation activity below.
2. What is ASD? (What is ASD handout)
a. Using the DSM-5 criteria as guide, the handout goes over the DSM-5 criteria and other
aspects of the diagnosed disorder. It can serve as both a review of the pre-assessment as
well as an opportunity to understand other parts of the disorder.
3. Discussion/Questions on the readings
a. This activity will be a way to get the trainees to think about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
4. Differential Diagnosis Case (Differential Diagnosis Case handout and ANSWERS)
a. The trainees have had classes involving the different disorders in the DSM-5. This activity
will allow them to understand the nuances and differences between the disorders and how
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to diagnose them. This case is from a book on DSM-5 Clinical cases from the APA. The case
was selected to match the age range of college students and typical disorders they will
encounter while a MFTT.
5. Case Study (Case Study BLANK and ANSWERS)
a. This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessment:
1. Pre-Assessment
2. Differential Diagnosis Case
3. Case Study

Takeaways:
1. What is ASD and how is it diagnosed
2. How ASD affects academics

Connections:
1. Executive Functioning
2. Self-Regulation
3. Metacognition
4. Study Strategies

Additional Readings:
1. Dallas et al (2015)

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Rando, H, Huber, M.J., & Oswald, G.R. (2015). An academic coaching model intervention for college
students on the autism spectrum. Journal of Postsecondary education and disability, 28(3), 257-262.

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8G: Bipolar
By the end of this unit, you will:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

Read before we meet:
1. DSM-5 Criteria for Bipolar

Watch before we meet:
1. Mood Disorders: https://www.youtube.com/watch?v=j3qVUWtq6aY (13:48)
2. Student with Bipolar: https://www.youtube.com/watch?v=D933-ImDasI (3:19)
3. Student with Bipolar: https://www.youtube.com/watch?v=hOwEBvNd-EY (3:47)

Agenda for Meeting:
1. Bipolar Pre-Assessment (Bipolar assessment worksheet)
2. What is Bipolar? (What is Bipolar and Information on Mania and Preventing Manic Thinking handout)
3. Discussion/Questions on the readings
4. Differential Diagnosis Cases (Differential Diagnosis Case worksheet)

Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8G: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.

While reading, consider these questions for this module:
1. What is Bipolar?
2. How is it diagnosed?
3. How do you differential diagnose Bipolar?
4. How does a Bipolar diagnosis affect academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is Bipolar?
How is it diagnosed?
How do you differential
diagnose Bipolar?

How does a Bipolar diagnosis
affect academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8G: BIPOLAR
This lesson will be on Bipolar. It is important because this diagnosis can occur in the center.
Being able to recognize the signs and symptoms, management, as well as how it effects
academics is crucial for working with students.

Learning Outcomes:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

MFT Program Course Connections: Psychopathology, Psychopharmacology

Guiding Questions:
1. What is Bipolar?
2. How is it diagnosed?
3. How do you differential diagnose Bipolar?
4. How does a Bipolar diagnosis affect academics?

Pre-Readings (read in this order):
1. DSM-5 Criteria for Bipolar

Pre-Videos:
1. Mood Disorders: https://www.youtube.com/watch?v=j3qVUWtq6aY (13:48)
2. Student with Bipolar: https://www.youtube.com/watch?v=D933-ImDasI (3:19)
3. Student with Bipolar: https://www.youtube.com/watch?v=hOwEBvNd-EY (3:47)

Activities:
1. Bipolar Pre-Assessment (Bipolar assessment BLANK and ANSWERS)
a. This pre-assessment will allow for the MFTT and the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about the disorder. Depending
on how the MFTT answer, it will determine how much time is spent on review of the Pre-
Assessment and the explanation activity below.
2. What is Bipolar? (What is Bipolar and Information on Mania and Preventing Manic Thinking
handout)
a. Using the DSM-5 criteria as guide, the handout goes over the DSM-5 criteria and other
aspects of the diagnosed disorder. It can serve as both a review of the pre-assessment as
well as an opportunity to understand other parts of the disorder.
3. Discussion/Questions on the readings
a. This activity will be a way to get the trainees to think about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
4. Differential Diagnosis Cases (Differential Diagnosis Case handout and ANSWERS)
a. The trainees have had classes involving the different disorders in the DSM-5. This activity
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will allow them to understand the nuances and differences between the disorders and how
to diagnose them. This case is from a book on DSM-5 Clinical cases from the APA. The case
was selected to match the age range of college students and typical disorders they will
encounter while a MFTT.

Assessment:
1. Pre-Assessment
2. Differential Diagnosis Case
3. Case Study

Takeaways:
1. What is Bipolar and how is it diagnosed
2. How Bipolar affects academics

Connections:
1. Executive Functioning
2. Self-Regulation
3. Metacognition
4. Study Strategies

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8H: PERSONALITY DISORDERS
By the end of this unit, you will:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

Read before we meet:
1. DSM-5 Criteria for Personality Disorders

Watch before we meet:
1. DSM-5 Criteria for Personality Disorders

Agenda for Meeting:
1. Personality Disorder Pre-Assessment (Personality Disorder assessment worksheet)
2. What is ADHD? (What are Personality Disorders handout)
3. Discussion/Questions on the readings
4. Differential Diagnosis Case (Differential Diagnosis Case worksheet)

Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8H: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.

While reading, consider these questions for this module:
1. What is a Personality Disorder?
2. How is it diagnosed?
3. How do you differential diagnose Personality Disorder?
4. How does a Personality Disorder diagnosis affect academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is a Personality Disorder?
How is it diagnosed?
How do you differential
diagnose Personality Disorder?

How does a Personality
Disorder diagnosis affect
academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8H: PERSONALITY DISORDER
This lesson will be on Bipolar. It is important because this diagnosis can occur in the center.
Being able to recognize the signs and symptoms, management, as well as how it effects
academics is crucial for working with students.

Learning Outcomes:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

MFT Program Course Connections: Psychopathology, Psychopharmacology

Guiding Questions:
1. What is a Personality Disorder?
2. How is it diagnosed?
3. How do you differential diagnose Personality Disorder?
4. How does a Personality Disorder diagnosis affect academics?

Pre-Readings (read in this order):
1. DSM-5 Criteria for Personality Disorders

Pre-Videos:
1. Personality Disorders: https://www.youtube.com/watch?v=4E1JiDFxFGk (10:57)

Activities:
1. Personality Disorder Pre-Assessment (Personality Disorder assessment BLANK and ANSWERS)
o This pre-assessment will allow for the MFTT and the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about the disorder. Depending
on how the MFTT answer, it will determine how much time is spent on review of the Pre-
Assessment and the explanation activity below.
2. What is ADHD? (What are Personality Disorders handout)
o Using the DSM-5 criteria as guide, the handout goes over the DSM-5 criteria and other
aspects of the diagnosed disorder. It can serve as both a review of the pre-assessment as
well as an opportunity to understand other parts of the disorder.
3. Discussion/Questions on the readings
o This activity will be a way to get the trainees to think about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
4. Differential Diagnosis Case (Differential Diagnosis Case handout and ANSWERS)
o The trainees have had classes involving the different disorders in the DSM-5. This activity
will allow them to understand the nuances and differences between the disorders and how
to diagnose them. This case is from a book on DSM-5 Clinical cases from the APA. The case
was selected to match the age range of college students and typical disorders they will
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encounter while a MFTT.

Assessment:
1. Pre-Assessment
2. Differential Diagnosis Case
3. Case Study

Takeaways:
1. What is Personality Disorder and how is it diagnosed
2. How Personality Disorder affects academics

Connections:
1. Executive Functioning
2. Self-Regulation
3. Metacognition
4. Study Strategies

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8I: SCHIZOPHRENIA
By the end of this unit, you will:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

Read before we meet:
1. DSM-5 Criteria for Schizophrenia

Watch before we meet:
1. Psychosis and Schizophrenia Review: https://www.youtube.com/watch?v=M20Yrw-
QlGY&index=6&list=PL_aQ96Y3n1tFKGMstwSh18c18f78VNkHB (28:26)
2. Psychotic episode simulation:
https://www.youtube.com/watch?v=SN1GCoVzxGg&index=3&list=PL_aQ96Y3n1tFKGMstwSh18c18f
78VNkHB (5:46)

Agenda for Meeting:
1. Schizophrenia Pre-Assessment (Schizophrenia assessment worksheet)
2. What is Schizophrenia? (What is Psychosis handout)
3. Discussion/Questions on the readings
4. Differential Diagnosis Cases (Differential Diagnosis Cases worksheet)

Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8I: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.

While reading, consider these questions for this module:
1. What is Schizophrenia?
2. How is it diagnosed?
3. How do you differential diagnose Schizophrenia?
4. How does a Schizophrenia diagnosis affect academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is Schizophrenia?
How is it diagnosed?
How do you differential
diagnose Schizophrenia?

How does a Schizophrenia
diagnosis affect academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8I: SCHIZOPHRENIA
This lesson will be on Bipolar. It is important because this diagnosis can occur in the center.
Being able to recognize the signs and symptoms, management, as well as how it effects
academics is crucial for working with students.

Learning Outcomes:
1. Articulate DSM5 criteria for the diagnosis
2. Apply differential diagnosis between disorders using case studies
3. Analyze diagnostic symptomology and relation to executive functioning, information-processing
system and academics

MFT Program Course Connections: Psychopathology, Psychopharmacology

Guiding Questions:
1. What is Schizophrenia?
2. How is it diagnosed?
3. How do you differential diagnose Schizophrenia?
4. How does a Schizophrenia diagnosis affect academics?

Pre-Readings (read in this order):
1. DSM-5 Criteria for Schizophrenia

Pre-Videos:
1. Psychosis and Schizophrenia Review: https://www.youtube.com/watch?v=M20Yrw-
QlGY&index=6&list=PL_aQ96Y3n1tFKGMstwSh18c18f78VNkHB (28:26)
2. Psychotic episode simulation:
https://www.youtube.com/watch?v=SN1GCoVzxGg&index=3&list=PL_aQ96Y3n1tFKGMstwSh18c18f
78VNkHB (5:46)

Activities:
1. Schizophrenia Pre-Assessment (Schizophrenia assessment BLANK and ANSWERS)
a. This pre-assessment will allow for the MFTT and the Instructor of the curriculum to
determine what the MFTT know and don’t quite understand about the disorder. Depending
on how the MFTT answer, it will determine how much time is spent on review of the Pre-
Assessment and the explanation activity below.
2. What is Schizophrenia? (What is Psychosis handout)
a. Using the DSM-5 criteria as guide, the handout goes over the DSM-5 criteria and other
aspects of the diagnosed disorder. It can serve as both a review of the pre-assessment as
well as an opportunity to understand other parts of the disorder.
3. Discussion/Questions on the readings
a. This activity will be a way to get the trainees to think about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
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4. Differential Diagnosis Cases (Differential Diagnosis Cases BLANK and ANSWERS)
a. The trainees have had classes involving the different disorders in the DSM-5. This activity
will allow them to understand the nuances and differences between the disorders and how
to diagnose them. This case is from a book on DSM-5 Clinical cases from the APA. The case
was selected to match the age range of college students and typical disorders they will
encounter while a MFTT.

Assessment:
1. Pre-Assessment
2. Differential Diagnosis Case
3. Case Study

Takeaways:
1. What is Schizophrenia and how is it diagnosed
2. How Schizophrenia affects academics

Connections:
1. Executive Functioning
2. Self-Regulation
3. Metacognition
4. Study Strategies

APA References for Required Readings:
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders: DSM-5. Washington, D.C: American Psychiatric Association.

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8J: PSYCHOPHARMACOLOGY
By the end of this unit, you will:
1. Describe what diagnoses can utilize psychopharmacology
2. Analyze the types of drugs prescribed with the disorder
3. Interpret various side effects of prescription drugs with academic concerns

Read before we meet:
1. Arria, Calderia, Vincent, O’Grady, Cimini, Feisner, Fossos-Wong, Kilmer, & Lairmer, 2016
2. Kirsch, Doerfler, & Truong, 2015

Watch before we meet:
1. Psychopharmacology Crash Course: https://www.youtube.com/watch?v=kIj2koQhK0M (38:52)

Agenda for Meeting:
1. Psychopharmacology Pre-Assessment (Psychopharmacology assessment worksheet)
2. How do Psychopharmacologic drugs work? (How they work handout)
3. Discussion/Questions on the readings
4. Psychopharmacologic drugs and side effects (Psychopharmacology Side Effects handout)
Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8J: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Arria, A.M., Calderia, M.A., Vincent, K.B., O’Grady, K.E., Cimini, M.D., Geisner, I.M., Fossos- Wong,
N., Kilmer, J.R. & Larimer, M.E. (2016). Do college students improve their grades by using
prescription stimulants nonmedically? Addictive Behaviors. DOI:
dx.doi.org/10.1016/j.addbeh.2016.07.016
• Kirsch, D.J., Doerfler, L.A., & Truong, D. (2015). Mental health issues among college students: who
gets referred for psychopharmacology evaluation? Journal of American College Health, 63(1), 50-56.

While reading, consider these questions for this module:
1. What is Psychopharmacology?
2. How do drugs work on the brain?
3. What drugs are used to treat what disorders?
4. What are side effects of psychopharmalogical drugs?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is Psychopharmacology?
How do drugs work on the
brain?

What drugs are used to treat
what disorders?

What are side effects of
psychopharmalogical drugs?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8J: Psychopharmacology
This lesson is on Psychopharmacology. It is important as many students that have diagnosed
disabilities also are taking psychotropic drugs. Understanding what drugs are used to treat
what disorders as well as the side effects of the drugs and how they affect academics is
crucial for working with students.

Learning Outcomes:
1. Describe what diagnoses can utilize psychopharmacology
2. Analyze the types of drugs prescribed with the disorder
3. Interpret various side effects of prescription drugs with academic concerns

MFT Program Course Connections: Psychopathology, Psychopharmacology

Guiding Questions:
1. What is Psychopharmacology?
2. How do drugs work on the brain?
3. What drugs are used to treat what disorders?
4. What are side effects of psychopharmalogical drugs?

Pre-Readings (read in this order):
1. Arria, Calderia, Vincent, O’Grady, Cimini, Feisner, Fossos-Wong, Kilmer, & Lairmer (2016)
2. Kirsch, Doerfler, & Truong (2015)

Pre-Videos:
1. Psychopharmacology Crash Course: https://www.youtube.com/watch?v=kIj2koQhK0M (38:52)

Activities:
1. Psychopharmacology Pre-Assessment (Psychopharmacology assessment BLANK and ANSWERS)
o This pre-assessment will allow for the MFTT and the Instructor of the curriculum to determine
what the MFTT know and don’t quite understand about the disorder. Depending on how the
MFTT answer, it will determine how much time is spent on review of the Pre-Assessment and
the explanation activity below.
2. How do Psychopharmacologic drugs work? (How they work handout)
o The handout will review how psychopharmacologic drugs work on the neurotransmitters in the
brain.
3. Discussion/Questions on the readings
o This activity will get the trainees to think about the pre-readings and videos they have
watched before coming into the meeting. It will allow for explaining in detail some of the
readings as well as clear up any misconceptions or questions they may still have. By following
the same questions each time, they will come to know what to expect and it will also allow for
them to make deeper connections to the readings and other units.
4. Psychopharmacologic drugs and side effects (Psychopharmacology Side Effects handout)
o The MFTT cannot prescribe medicine but many times students will disclose what medicine they
are currently prescribed or will note that they are on medicine. Knowing the potential side
effects will help MFTT know what are some concerns for students and how that will affect
their academics.
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Assessment:
1. Pre-Assessment

Takeaways:
1. What is Psychopharmacology
2. How Psychopharmacology affects academics

Connections:
1. Executive Functioning
2. Self-Regulation
3. Metacognition
4. Study Strategies

Additional Article:
1. Weyandt, Marraccini, Gudmundsdottir, Zavras, Turcotte, & Munro (2013)

APA References for Required Readings:
• Arria, A.M., Calderia, M.A., Vincent, K.B., O’Grady, K.E., Cimini, M.D., Geisner, I.M., Fossos- Wong,
N., Kilmer, J.R. & Larimer, M.E. (2016). Do college students improve their grades by using
prescription stimulants nonmedically? Addictive Behaviors. DOI:
dx.doi.org/10.1016/j.addbeh.2016.07.016
• Kirsch, D.J., Doerfler, L.A., & Truong, D. (2015). Mental health issues among college students: who
gets referred for psychopharmacology evaluation? Journal of American College Health, 63(1), 50-56.

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8: POTENTIAL STUDENT DIAGNOSES
This unit will be on potential student diagnoses and concerns you may experience with your
student clients. It will include self-harm/suicidality, Attention-Deficit/Hyperactivity
Disorder(ADHD), Anxiety, Depression, Specific Learning Disorder (SLD), Autism Spectrum
Disorder (ASD), Bipolar, Personality Disorders, Schizophrenia, Psychopharmacology, and grief.

8K: GRIEF
By the end of this unit, you will:
1. Describe types of grief
2. Apply techniques to use with students that are going through grief/loss

Read before we meet:
1. Cox, Dean, & Kowalski (2015)
2. Servarty-Seib & Fajgenbaum (2015): We Get It Selections

Watch before we meet: None

Agenda for Meeting:
1. Discussion/Questions on the readings
2. What is grief? What are types of grief (Grief background/Types of Grief handout)
3. Stages of grief (Kubler-Ross curve)
4. Case Study (Case Study worksheet)

Potential
Student
Diagnoses
Self-
Harm/Suicidality
ADHD Anxiety Depression SLD ASD Bipolar Personality Schizophrenia
Psychopharmaco
logy
Grief
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MODULE 8K: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Cox, B.E., Dean, J.G. & Kowalski, R. (2015). Hidden trauma, quiet drama: the prominence and
consequence of complicated grief among college students. Journal of College Student Development,
56(3), 280-285.
• Servarty-Seib, H.L., & Fajgenbaum, D.C. (2015). We Get It: Voices of grieving college
students and young adults. New York: Jessica Kingsley Publishers

While reading, consider these questions for this module:
1. What is grief?
2. What are types of grief?
3. How can grief effect academics?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What is grief?
What are types of grief?
How can grief effect
academics?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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8K: Grief
This lesson is on grief. This is important as most students in college will suffer a loss and deal
with grief. Knowing resources that are available and how to speak to students about grief is
helpful when working with students.

Learning Outcomes:
1. Describe types of grief
2. Apply techniques to use with students that are going through grief/loss

MFT Program Course Connections: Psychopathology, Counseling Theories, Lifespan

Guiding Questions:
1. What is grief?
2. What are types of grief?
3. How can grief effect academics?

Pre-Readings (read in this order):
1. Cox, Dean, & Kowalski, 2015
2. Servarty-Seib & Fajgenbaum, 2015: We Get It

Pre-Videos: None

Activities:
1. Discussion/Questions on the readings
a. This activity will be a way to get the trainees to think about the pre-readings and videos they
have watched before coming into the meeting. It will allow for explaining in detail some of
the readings as well as clear up any misconceptions or questions they may still have. By
following the same questions each time, they will come to know what to expect and it will
also allow for them to make deeper connections to the readings and other units.
2. What is grief? What are types of grief (Grief background/Types of Grief handouts)
a. Grief is a topic that effects a high number of college students. By discussing what is
grief, what constitutes grief and how students experience it, it can help them
recognize signs of grief in students.
3. Stages of grief (Kubler-Ross curve)
a. Grief comes in many stages/phases and it is important to know the stages that can
occur. This can also serve as a handout for students and can help normalize grief for
students.
4. Case Study (Case Study BLANK and ANSWERS)
a. This case study will allow for the MFTT to get experience with a typical case they will
encounter. It includes a short description of the student and they will discuss various
strategies that could be implemented with that student.

Assessment:
1. Case Study

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Takeaways:
1. What is grief
2. How grief can affect academics

Connections:
1. Executive Functioning
2. Study Strategies

APA References for Required Readings:
• Cox, B.E., Dean, J.G. & Kowalski, R. (2015). Hidden trauma, quiet drama: the prominence and
consequence of complicated grief among college students. Journal of College Student Development,
56(3), 280-285.
• Servarty-Seib, H.L., & Fajgenbaum, D.C. (2015). We Get It: Voices of grieving college
students and young adults. New York: Jessica Kingsley Publishers

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9: WRAP-UP
This unit will be a wrap-up of all that you have learned while at this traineeship. It will include a
unit with a final case study and reviewing goals you set, and also career and next steps.

9A: WRAP-UP WITH FINAL CASE STUDY AND GOAL REVIEW
By the end of this unit, you will:
1. Evaluate SMART goals
2. Reflect on semester goals
3. Reflect on internship process

Read before we meet: None

Watch before we meet: None

Agenda for Meeting:
1. Review SMART goals
2. Final Case Study (Final Case Study worksheet)
3. Reflect on internship process/feedback for program
o What went well?
o What additional support was needed?
o How does what is learned in this curriculum fit in with your classwork?
o What are 3 things you will take away from this internship?
o What are things you have told future interns about this placement?

Wrap-Up
Wrap-Up/Final
Case Study
Career and
Next Steps
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MODULE 9A: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings: None

Before this session, consider these questions for this module:
1. What were your goals?
2. Did you meet them?
3. What kept you from meeting them?

Before this session, also consider these questions:
4. In what conditions could you use this information in your practice?
5. How does this module connect to past or future units?
6. How does this module relate to your MFT coursework?
7. What went well with this traineeship?
8. What additional support was needed?
9. How does what is learned in this curriculum fit in with your classwork?
10. What are 3 things you will take away from this internship?
11. What are things you have told future interns about this placement?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What were your goals?
Did you meet them?
What kept you from meeting
them?

In what conditions could you
use this information in your
practice?

How does this module connect
to past or future units?

How does this module relate to
your MFT coursework?

What went well with the
traineeship?

What additional support was
needed?

How does what is learned in
this curriculum fit in with your
classwork?

What are 3 things you will take
away from this internship?

What are things you have told
future interns about this
placement?

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9A: WRAP-UP/FINAL CASE STUDY
This lesson will be on wrapping up the traineeship experience. It is important for reflection
and feedback. This unit can be used after every semester as well as at the end of the
traineeship program.

Learning Objectives:
1. Evaluate SMART goals
2. Reflect on semester goals
3. Reflect on internship process

MFT Program Course Connections: None

Guiding Questions:
1. What were your goals?
2. Did you meet them?
3. What kept you from meeting them?

Pre-Readings and Pre-Videos: None

Activities:
1. Review SMART goals
a. SMART goals are important for making sure that goals are designed to be met. By reviewing
their own SMART goals, it can help mirror what can be done with students in session. It also
helps them reflect on how the internship process has been for them so far.
2. Final Case Study-ONLY when using unit at the end of the traineeship (Final Case Study ANSWERS
and BLANK handout)
a. This will allow for the trainees to use aspects of the training d to discuss how they would
work with this case.
3. Reflect on internship process/feedback for program
a. What went well?
b. What additional support was needed?
c. How does what is learned in this curriculum fit in with your classwork?
d. What are 3 things you will take away from this internship?
e. What are things you have told future interns about this placement?

Assessments:
1. Final Case Study

Takeaways:
1. Reviewing SMART goals which can be mirrored with students

Connections: All Units

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9: WRAP-UP
This unit will be a wrap-up of all that you have learned while at this traineeship. It will include a
unit with a final case study and reviewing goals you set, and also career and next steps.

9B: CAREER AND NEXT STEPS
By the end of this unit, you will:
1. Recognize timeline for next steps after graduation including receiving an Intern Number
2. Employ resources for the job search

Read before we meet:
1. BBS FAQ
2. Chart of Hours
3. LPCC Option

Watch before we meet: None

Agenda for Meeting:
1. Review BBS Policies (Chart of Hours from pre-reading and Intern handout)
2. Discuss next steps with USC (Intern Application handout)
3. Reflection on Traineeship/Career (Reflection on traineeship/career handout)

Wrap-Up
Wrap-Up/Final
Case Study
Career and
Next Steps
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MODULE 9B: READINGS AND DISCUSSION QUESTIONS

APA References for Required Readings:
• Board of Behavioral Sciences (n.d). BBS Marriage and Family Therapy Frequently Asked
Questions.
• Board of Behavioral Sciences (n.d). LMFT Experience Hours Gained on or after January 1,
2012.
• Board of Behavioral Sciences (n.d). New Options for Supervised Experience Categories available
January 1, 2016 for LMFT and LPCC Applicants.

While reading, consider these questions for this module:
1. What are next steps after graduation?
2. What are some things you have learned about yourself during the traineeship?
3. What population do you want to work with?
4. What setting do you want to work in?
5. Do you want to get an advanced degree beyond a MFT?

While reading, also consider these questions:
• What are some of the strengths of the reading?
• What are some of the limitations of the reading?
• What are some takeaways of the reading?
• What are some of the main ideas of the reading?
• How can you use some of these takeaways/main ideas from the readings in your
practice with students?
• In what conditions could you use this information in your practice?
• How do these readings connect to past or future units?
• How do these readings and videos relate to your MFT coursework?

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Journal Sheet to use while reading

QUESTION THOUGHTS
What are the next steps after
graduation?

What are some things you have
learned about yourself during
the traineeship?

What population do you want
to work with?

What setting do you want to
work in?

Do you want to get an
advanced degree beyond a
MFT?

What are some of the strengths
of the reading?

What are some of the
limitations of the reading?

What are some takeaways of
the reading?

What are some of the main
ideas of the reading?

How can you use some of these
takeaways/main ideas from the
readings in your practice with
students?

In what conditions could you
use this information in your
practice?

How do these readings connect
to past or future units?

How do these readings and
videos relate to your MFT
coursework?

What does it mean to be a MFT
trainee?

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9B: NEXT STEP: CAREER
This lesson will be on Future Career Steps. It is important because as trainees graduate, they
need to know the next steps for getting an intern number and how that works with getting
licensed.

Learning Objectives:
1. Recognize timeline for next steps after graduation including receiving an Intern Number
2. Employ resources for the job search

MFT Program Course Connections: Practicum, Fieldwork, Seminar

Guiding Questions:
1. What are next steps after graduation?

Pre-Readings (read in this order):
1. BBS FAQ
2. Chart of Hours
3. LPCC Option

Pre-Videos: None

Activities:
1. Review BBS Policies (Chart of Hours from pre-reading and Intern handout)
a. This will be a full circle back to the first module as it will review the same information again.
Since they will have been through three semesters of a traineeship, they will need a review
of the information about what will happen after graduation.
2. Discuss next steps with USC (Intern Application handout)
a. The CA BBS has a special process of what they need to process an internship number
application. The program takes care of most of the initial steps but there are still a few steps
they have to complete after graduation.
3. Reflection on Traineeship/Career (Reflection on traineeship/career handout)
a. This process allows for the trainees to metacognitively reflect on their process and progress
through the year. They have each learned much about themselves and now is to time to
reflect on how it will be going forward-what population do they want to work with, in what
setting, etc.

Assessments: None

Takeaways:
1. The process of getting an Intern number with the BBS
2. After graduation, how to continue to gain hours

Connections:
1. CA BBS

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APA References for Required Readings:
• Board of Behavioral Sciences (n.d). BBS Marriage and Family Therapy Frequently Asked
Questions.
• Board of Behavioral Sciences (n.d). LMFT Experience Hours Gained on or after January 1,
2012.
• Board of Behavioral Sciences (n.d). New Options for Supervised Experience Categories available
January 1, 2016 for LMFT and LPCC Applicants.

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Summary
By considering the problem of practice and the relevant literature, the learner description
and context, designer justifications and designer biases, they can be acknowledged in the
development of a curriculum for Marriage and Family Therapy Trainees (MFTT) to successfully
work with college students in a learning center setting. The principles of cognitive load theory,
self-regulation and self-efficacy are used as a theoretical framework to solidify the curriculum
and module outcomes that align with the research-based practices, knowledge and skills to be
gained in the traineeship. Within both the trainee and instructor overviews, the appropriate
assessments and activities are implemented in the nine units and 44 modules to help foster the
connection between the MFTT background from coursework with therapeutic techniques and its
utilization of working with college students in learning centers.

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Appendix A
Definitions

Marriage and Family Therapy
Marriage and family therapy focuses on the relationships that a person is engaged in
rather than just the person themselves. Oftentimes marriage and family therapy is characterized
as being solution focused, brief, specific with goals and designed with the end in mind
(American Association for Marriage and Family Therapy, 2015).
A marriage and family therapist is a trained mental health professional that performs
therapy with individuals, groups or couples utilizing psychotherapeutic techniques where
relationships are the centerpiece of treatment (American Association for Marriage and Family
Therapy, 2015; California Board of Behavioral Sciences-What is, n.d.).
A marriage and family therapy trainee (MFTT) is a student enrolled in a marriage and
family therapy program that is seeking a traineeship. The MFTT has taken at least 12 units and
concurrently enrolled in a practicum course. Trainees are required to receive at least one unit of
in-person supervision, either a 1-hour individual or a 2-hour group of no more than eight people,
for every five hours of counseling performed (California Board of Behavioral Sciences-FAQ,
2015).
Learning Disabilities and Disorders
Academic coaching is defined as a one-on-one program that helps students reflect on
their learning experience by assisting to grow and develop self-reflection and critical thinking
skills (Martinez, 2015). In academic coaching, there is a focus on students with a learning
difference and/or learning disability.
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A learning difference is defined as the way a person uniquely learns in relation to how
they process information as influenced by outside circumstances (Schwartz, Williams, & staff of
the NYU Child Study Center, 2004).
The word disability is defined by the Americans with Disabilities Act (ADA) as “a
physical or mental impairment that substantially limits a major life activity” (American with
Disabilities Act, 1990, pg. 1; Americans with Disabilities Act Amendment Act, 2009, p.1).
A learning disability is defined as any disorder in one or more fundamental cognitive
processes involved in comprehending or expressing language, which may impair one’s ability to
listen, think, speak, read, write, spell or perform mathematical functions (Individuals with
Disabilities Education Act Amendments of 1997; Individuals with Disabilities Education
Improvement Act of 2004; U.S. Department of Education, 2010).
Self-regulation, executive functioning motivation, and cognitive load
Self-regulation and executive functioning troubles can be mitigated by assistance from a
more knowledge other that can give timely and constructive feedback, such as an academic
coach (A. Barkley, 2011).
Self-regulation of learning is defined as when learners set goals, select learning
strategies, work on motivation, monitor, and evaluate their academic progress (Zimmerman,
2000). According to Dembo & Eaton (2000) self-regulation has six main components:
motivation, methods of learning, use of time, physical environment, social environment, and
monitoring performance.
Executive function is defined as the top-down processing that is crucial for attention and
concentrating. These include areas and abilities such as self-awareness, anticipation, pre-
planning, decision making, goal selection, monitoring, and sequencing behaviors (Stuss, 1992;
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Stuss & Benson, 1986). Executive functions are divided into three main categories: inhibitory
control, cognitive flexibility and working memory (Diamond, 2013; Diamond, 2014). Stuss
(1992) believes that the frontal lobes, which are a main component of executive function, are
important for executive control of novel responses and awareness of self.
Motivation comes from the Latin word movere, which means to move, such as move
into action. Motivation is starting and sustaining goal-directed activities. Forming the foundation
of motivation theory are active choice, mental effort and persistence, which can be analyzed to
find the problem (Schunk, Pintrich & Meece, 2014).
Self-Efficacy has an emphasis on Bandura’s (1993) social cognitive theory, and the
interaction between person, behavior and environment. Self-efficacy is defined as one’s belief
that they can complete a task with a specific context and domain (Bandura, 1993). Someone with
a low sense of self-efficacy typically shy away from difficult tasks, while someone with high
self- efficacy typically approach difficult tasks as challenges to be mastered rather than as threats
to be avoided (Pajares, 1996).
Self-determination is the degree to which an individual’s behavior is self-motivated.
This is different than self-esteem, which is how one feels about themselves and self-concept,
which is how one views themselves globally (Schunk et al., 2014; Ryan & Deci, 2000).
Cognitive load theory positions that the limits of human cognition should be taken into
account when designing curriculum. Cognitive load states there are three type of loads: intrinsic,
extraneous and germane, that interact. The cognitive load is limited by the capacity of the
working memory so if the total cognitive load reaches capacity, it can become overloaded and
make new learning challenging. Focusing on lessening the extraneous load, while increasing
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germane load, and managing intrinsic load (Kirschner, et al., 2011; Kirschner, et al., 2006) can
help the cognitive load from being overwhelmed.
Growth Mindset, procrastination and mindfulness
Dweck (2006) defines a growth mindset as a belief that one’s basic abilities, intelligence
and talents are not fixed but can be developed through persistence, effort and improvement.
People that have a growth mindset are more likely to work hard in spite of setbacks and
challenges when compared to someone with a fixed mindset.
Pychyl (2010) defines procrastination as the voluntary postponement of an intentional
action despite the knowledge that this delay may harm the individuals’ feelings or task
performance. Baumeister, Bratslavsky, Muraven, and Tice (1998) and Steel (2007) show that
procrastination is a type of self-regulation failure at the time one is willing to put off an adverse
task to feel better in the present. Wilson & Gilbert (2003) show that procrastination is an
inability to be able to predict affective forecasting correctly. Affective forecasting shows
predictions are usually not accurate for the specific emotions that will be felt along with the
valence, intensity and duration of those emotions. Individuals usually have an issue with
focalism, underestimating how other events will influence in the future, and presentism, the
present factors weigh in heavily when trying to predict the future. By people not being able to
accurately predict the future, procrastination at the time is seen as fine but when the moment
comes to deliver, it can be characterized by perfectionism, anxiety and fear of failure (Dembo &
Seli, 2016).
Kabat-Zinn (1990) defines mindfulness as paying attention on purpose in the present
moment. It allows for one to observe the body and mind intentionally with dedicated practices
and movements, and letting experiences unfold and happen as they are. There are seven
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fundamental foundations of mindfulness practice: non-judging, patience, beginner’s mind, trust,
non-striving, acceptance and letting go (Kabat-Zinn, 2012). Developing these mindfulness
practice can lead to relaxation, calmness, and internal insight.
Counseling Theories
Cognitive Behavioral Therapy (CBT) was developed by Aaron Beck in the 1960s to
treat a wide range of mental health issues. CBT is based on the idea that cognition, how one
thinks, how one feels, how one acts, emotions, and behavior are intertwined together in that
thoughts determine feelings and behaviors. Whenever someone has pessimistic, maladaptive or
unrealistic thoughts, it can cause distress and cause situations and results that are less than
optimal. CBT brings this cycle to awareness and works on cognitive distortions to lessen
psychological distress (Beck, 1967; Beck, 1976; Beck, 1991).
Motivational Interviewing is a theory that facilitates change by meeting the client where
they are in the stages of change and engaging intrinsic motivation (Miller & Rollnick, 2002). The
six stages of change are: pre-contemplation, contemplation, action, determination, action,
relapse, and maintenance (Prochaska, DiClemente, & Norcross, 1992).
Positive psychology is the study of happiness and focuses on the interventions to help
achieve a satisfactory life and personal growth rather than just treating pathology (Seligman,
2006; Seligman, 2013; Seligman & Csikszentmihalyi, 2000).
Two strong components of positive psychology are flow and grit. According to
Csikszentmihalyi (2008), flow is the mental state in which a person is immersed in extreme
focus, involvement, and enjoyment. It can also be known as being in the zone.
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Grit is defined as a type of perseverance, the ability to create and stick with a goal with
high motivation by overcoming obstacles and challenges that may stand in the way (Duckworth,
2016; Duckworth & Quinn, 2009; Duckworth, Peterson, Matthews & Kelly, 2007).
According to Freud (1912), transference is defined as a client projecting unconscious
feelings from one person to another, often times onto the therapist. Racker (2012) defines
countertransference as when the therapist projects unconscious feelings onto the client. These
emotional entanglements must be dealt with in the process of therapy by discussing them openly
to allow for transformation and growth.
Psychoeducational assessments
Barkley Adult ADHD Rating Scale-IV (BAARS-IV) is a self-report questionnaire that
assesses current ADHD symptoms. It has both a quick screen, 14 items that can be completed in
five minutes, and a long form, 30 items that can be completed in seven minutes (R.A. Barkley,
2011a).
Barkley Deficits in Executive Functioning Scale (BDEFS) is a self-report
questionnaire that is designed for adults age 18-81 to examine executive functioning in daily life.
It has both a short form, 20 items that can be completed in five minutes, and a long form, 89
items that can be completed in 20 minutes (R.A. Barkley, 2011b).
Barkley Functional Impairment Scale (BFIS) is a self-report questionnaire that
evaluates impairment in 15 major domains of psychosocial functioning in adults. There is a
quick screen that takes five minutes and a long form that takes seven minutes (R.A. Barkley,
2011c).
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Beck Anxiety Inventory (BAI) was created by Dr. Aaron Beck. It is a 21-question
multiple choice self-report inventory that measure the level of anxiety in adults (Beck & Steer,
1993).
Beck Depression Inventory (BDI) was created by Dr. Aaron Beck. It is a 21-question
multiple choice self-report inventory that measure the level of depression for people 13 years and
older. It measures symptoms of depression like irritability, fatigue, weight loss, lack of interest
and hopelessness (Beck, Steer, & Brown, 1996).
Career Occupational Preference System (COPS) is a 14 scale, 192 item self-reported
questionnaire that assist high school and college students in career exploration and job interest
(Knapp-Lee, 2015).
Learning and Study Strategies Inventory (LASSI) is a 10 scale, 60 item self-
assessment analyzing student’s awareness and use of learning and study strategies related to self-
regulation components of strategic learning such as time management, motivation and using
academic resources (Weinstein, Palmer, & Acee, 2015).
Mindful Attention Awareness Scale (MAAS) is a 14-item scale designed to assess
mindfulness including attention, sensitive awareness of the present, and observation (Brown &
Ryan, 2003).

Abstract (if available)

Abstract This dissertation applies the principles of cognitive load theory, self-regulation and self-efficacy to develop a curriculum for Marriage and Family Therapy Trainees (MFTT) to successfully work with college students in a learning center setting. The curriculum has nine units and 44 modules to be administered across the traineeship year in a weekly training meeting. The materials are presented in two parts: one is the trainee overview and the second is the instructor overview. The trainee overview serves as an advanced organizer for the trainees as they prepare for each module and includes learning outcomes, pre-meeting readings and videos, discussion questions for the readings and an agenda for the meeting. The instructor overview includes an advanced organizer for how the weekly meetings will be presented with learning outcomes, connection to the MFT program courses, guiding questions for the units, pre-meeting readings and videos, and a detailed overview of the activities for the training meetings. This curriculum assist to foster the connection between MFTT background from coursework with therapeutic techniques and its utilization of working with college students in learning centers.

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Creator Calhoun, Juliana Ruth (author)

Core Title A marriage and family therapy trainee curriculum: college student success in academic self-regulation

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/28/2017

Defense Date 03/08/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag academic self-regulation,academic success,ADHD,anxiety,CBT,cognitive behavioral therapy,cognitive load theory,college student,counseling training,Depression,educational psychology,executive functioning,flow,goal setting,grit,growth mindset,learning center,learning differences,learning disorders,marriage and family therapy,marriage and family therapy trainees,metacognition,MFT,MFTT,mindfulness,Motivation,motivational interviewing,Note-taking,OAI-PMH Harvest,organization,positive psychology,Procrastination,Reading,self-care,self-regulation,specific learning disorder,strengths-based approach,stress management,study strategies,test strategies,therapy training,time management,training curriculum,Writing

Language English

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Advisor Hirabayashi, Kimberly (committee chair), Andres, Mary (committee member), Seli, Helena (committee member)

Creator Email jrcalhou@usc.edu,julianac28@gmail.com

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