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Perceptions of preparedness among marital and family therapist trainees

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Perceptions of preparedness among marital and family therapist trainees

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Content Running head: PREPAREDNESS AMONG MFT TRAINEES 1

PERCEPTIONS OF PREPAREDNESS AMONG MARITAL AND FAMILY THERAPIST
TRAINEES

by

Christine Adele Sartiaguda-Baker

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 2019

Copyright 2019 Christine Adele Sartiaguda-Baker

PREPAREDNESS AMONG MFT TRAINEES 2

DEDICATION
I dedicate this dissertation to my mother, Yvonne Joan Sartiaguda. She has been my
main inspiration to pursue my doctorate degree and enter into this program. Her strength had no
limits, as a single mother. Perseverance and courage were role modeled daily. My mother was
wise and intelligent. She taught me to value education. Her enjoyment of reading, her
knowledge of the world, food, and culture enabled her to carry on a conversation with anyone
she met. I hope to instill these same skills and values unto my own children. My mother’s love
was quiet but strong. She sacrificed so much for my education and was so proud when I
completed my bachelor’s and master’s degree. When she passed, I made a choice not to
postpone or give up on my doctorate degree but to persevere and finish on time. I carry her with
me always in my heart. She was with me spiritually during the late nights, during the times of
stress and exhaustion and was by my side when I excelled and prospered. At graduation, she
stands by my side, ever proud and joyful.
Blessed was I to have the mother I did. Grateful am I to be a mother to my children. I
dedicate this dissertation to my mother, but everything else I accomplish, I dedicate to my
children and husband. Becoming a doctor was always a dream my mother had for me. I made
that dream come true. Here I am.

PREPAREDNESS AMONG MFT TRAINEES 3

ACKNOWLEDGEMENTS
This dissertation is the result of the collaborative work of countless individuals. The first
acknowledgement is to my dissertation chair, Dr. Ruth Chung. I am extremely grateful to Dr.
Chung for her constant encouragement, validation, willingness to help me work within my
desired deadlines, scheduling and valuable feedback. I would also like to thank my other
committee members Dr. Mary Andres for her suggestions on dissertation topics, encouragement,
support and expertise, and Dr. Yolanda Jauregui for her clinical expertise and continued
professional encouragement and support. I am also very grateful to the marital and family
therapy (MFT) trainees for their generosity with their time and their willingness to participate in
this study and the clinical supervisors and professors who have worked so tirelessly to support
them. A special acknowledgement goes to Nicole Nardon, Promla Singh, Claudia Cobos and
Richard Bonhama for their patience and encouragement.
I am grateful for my thematic group members: Chris Esquival, Carmen Soto, Victoria
Pound, and Sean James – We have come so far since our first meeting. Gratitude goes to my
Ed.D. mentor, Ashley Perryman, for her feedback and willingness to answer my endless
questions. A million thanks to my first Tuesday Night Ed.D. cohort who have supported me
through this process. I could not imagine going through this process without all of the
encouragement, humor and friendship. Blessed am I to have family and friends who always
believed in me. Additionally, I am thankful for my children, Oliver and Ellysee Baker, who not
only provided much love, but also serve as my inspirations. Lastly, I am immensely grateful to
my husband, Jeffrey Baker, for the constant unwavering support he provided in my life during
the dissertation process, his understanding, support, motivating wit, and ability to make me laugh
when I would become stressed. You are my everything.
PREPAREDNESS AMONG MFT TRAINEES 4

TABLE OF CONTENTS
Acknowledgements 3
List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Overview of the Study 9
Statement of the Problem 11
Purpose of the Study 14
Conceptual Framework 14
Orem’s Theory of Self-Care 16
Importance of the Study 18
Limitations and Delimitations 20
Definition of Terms 20
Chapter Two: Literature Review 24
Population 24
The History of the Profession 25
Regulations of the Profession and Governing Body 26
Academic Instruction 26
Current Trends in the Field 27
Graduate Programs and Clinical Training Sites 28
Clinical Traineeship 29
Expectations of the MFT trainee 30
Job Responsibilities of the MFT trainee 32
Self-Care Practices 33
Career Goal as a Graduate Student 35
Self-Care Evaluation 35
Self-Care Practices as an MFT trainee in Fieldwork 36
Summary 38
Purpose of Study 41
Chapter Three: Methodology 42
Participants 42
Race/Ethnicity 44
Site 47
Instruments 47
Academic Preparation 48
Self-Care Practices 50
Procedure 51
Chapter Four: Results 52
Preliminary Analysis 52
Most Common Presenting Problems in Practice 52
Main Findings 53
Preparation to Provide Services 54
Assessing Use of Self-Care Practices 54
Overall Preparation from School, Clinical Traineeship and Use of Self-Care Practices 55
Post Hoc Analysis 56

PREPAREDNESS AMONG MFT TRAINEES 5

Chapter Five: Conclusion 57
Domains of Practice 58
Discussion of Main Findings 59
Research Question #1 60
Research Question #2 60
Research Question #3 62
Implications for Practice 66
Limitations of the Study 71
Recommendations for Future Studies 72
Conclusion 73
References 76
Appendix A: Participant Handout 100
AppendiX B: Demographic Information 101
Appendix C: Draft: MFT Perceptions About Their Academic Preparation, Clinical
Traineeship and Self-Care Practices Survey 104

PREPAREDNESS AMONG MFT TRAINEES 6

LIST OF TABLES
Table 1: Frequency Table for Demographics 44
Table 2: Frequency Table for Ethnicity 45
Table 3: Frequency Table for Univeristy 46
Table 4: Frequency Table for Career Aspirations 47
Table 5: Summary Statistics Table for Common Presenting Problems 53
Table 6: Summary Statistics Table for Domains of Practice 54
Table 7: Summary Statistics Table for Use of Self-Care Practices 55
Table 8: Summary Statistics Table for Overall Preparedness 56
Table 9: Mean, Standard Deviation, and Sample Size for Use of Self-Care Practices by
Ethnicity 56

PREPAREDNESS AMONG MFT TRAINEES 7

LIST OF FIGURES
Figure 1: Conceptual framework. 15
Figure 2: Elements of self-care theory. 18

PREPAREDNESS AMONG MFT TRAINEES 8

ABSTRACT
Graduate students in a Marital and Family Therapy (MFT) program must balance a
variety of professional and personal responsibilities, navigate rigorous academic demands, and
respond well to supervision and training in their practicum. How well are these graduate
students prepared to handle the workload? In this descriptive study, there is an examination of
preparedness. The study explores the perceptions of preparedness among 200 MFT trainees who
completed their traineeship at a non-profit charter management organization. The study looks at
career goals, focus of clinical treatment, domains of practice and use of self-care strategies.
Responses from an online survey revealed that over 50% of respondents reported feeling quite
well prepared by their school and traineeship. Over 50% of respondents also reported frequent
use of self-care practices as a means of preparation to manage their academic and clinical
workload. The highest reported preparation for domain of practice is practical skills. Being a
community liaison was the lowest reported skill. The implications for practice based on the
findings include an in-depth examination of training on how to be a community liaison. This
training provides a greater sense of preparedness for future clinical work. More encouragement
on the use of self-care practice was another finding, which would promote more consistency in
treatment. Areas for further research were also identified.

PREPAREDNESS AMONG MFT TRAINEES 9

CHAPTER ONE: OVERVIEW OF THE STUDY
Many factors help to develop a competent, confident marital and family therapist. The
preparation for this career starts with academic instruction, a clinical traineeship, and the use of
self-care practices. A graduate-level education creates a theoretical framework to develop an
understanding of marital and family systems and practice (D’Aniello & Perkins, 2016). Most
undergraduate programs do not offer a similar type of socialization program as a primer for
marital and family therapy, unlike psychology and social work (Smith & Allgood, 1991). Chen,
Austin, and Hughes (2017) conducted interviews with 21 college juniors and seniors interested in
entering a marriage and family therapy (MFT) master’s program. Results indicate that the
students who were attracted to MFT training programs were drawn by the programs being
relationship-focused and multipurpose. They were enticed to help individuals with both
problems and tragedies. Participants were also driven by personal experience. The students had
altruistic motivations because these programs offer intense training on working with different
people dealing with a variety of issues.
How do those entering the mental health profession choose which program is right for
them? The five core mental health options as professions in the field are marriage and family
therapy, clinical psychology, psychiatric nursing, psychiatry, and clinical social work (U. S.
Department of Health and Human Services, 2004). Crane et al. (2010) evaluated six mental
health fields and found that MFT programs provide the highest amount of coursework and
clinical experience in supervised family therapy practice. They highlight that MFT programs
offer three times the amount of coursework and require their candidates to obtain more clinical
hours for licensure. Most programs had 16 times the amount of supervised and direct family
therapy hours than the other professions compared.
PREPAREDNESS AMONG MFT TRAINEES 10

The goal of MFT programs is to prepare students to practice as licensed therapists. They
are designed to meet the degree, coursework, and supervised experience required to pursue the
MFT license in the state of California (Board of Behavioral Sciences [BBS], 2016). Once an
individual has chosen to enter the field, how do they successfully navigate through the program?
Karam, Sprenkle, and Davis (2015) conducted a study of MFT training programs through
Bordin’s (1979) content dimensions: tasks, goals, and bonds. Through their interviews with
faculty, staff, and student therapists, they found that success in the program developed through a
therapeutic alliance between both parties. Establishing clear, concrete tasks, setting appropriate
goals and developing a necessary bond between the instructors and students was essential.
During a master’s level MFT training program, there is an expectation that students will
complete clinical fieldwork while in school (Crane et al., 2010). One of the most critical
components in an MFT clinical program is the training received in practicum (Burke, 2017).
Burke’s (2017) evaluation of the development of MFT competencies and the influence of the
supervisor to supervisee relationship emphasizes the attention on the clinical fieldwork that
graduate students complete as a requirement for their degree. In reviewing midpoint and end-of-
the-year evaluations of clinical supervisors on the work performed by trainees, Burke found that
most trainees successfully meet the core competencies as outlined in their evaluation. This
evaluation of students’ progress is vital to ensure that they are developing the skills necessary to
work in the field such as treatment planning, crisis management and professionalism (Gehart,
2011). Feedback from professors and supervisors informs a trainee about their performance.
This feedback helps a trainee determine how to improve or change their practice.
Clinical supervisors are responsible for guiding trainees through their practicum
fieldwork, and continued encouragement of self-care practices is essential to maintain success.
PREPAREDNESS AMONG MFT TRAINEES 11

Bernard and Goodyear (2014) reviewed literature focused on clinical supervision of beginning
therapists and cited that the relationship between a supervisor and his or her supervisees is one of
the most important experiences a trainee can have while in clinical training and school. Part of
the supervisors’ responsibility is to give feedback and encourage goal setting and self-care.
Gonsalvez, Wahnon, and Deane (2017) surveyed 113 psychology supervisors regarding their
practices of goal setting, providing feedback, self-care and conducting self-assessments with
their supervisees. Results concluded that goal setting and self-care were universally best
practices. They found there was a need to give more encouragement more frequently to help the
supervisee be successful. These summative assessments and the use of self-care required
improved relationships among the training institution, supervisors and supervisees.
Statement of the Problem
According to a study of mental health trends in the United States (Olfson, Druss, &
Marcus (2015), there has been a dramatic increase in the use of outpatient mental health
treatment services in the past few years. Results show that mental health visits have doubled in
certain years. With the passing of the Affordable Care Act, there are also increased demands for
mental health services (Dutch & Ratanasiripong, 2017). Other studies report a shortage of
mental health providers (Atkins, Hoagwood, Kutash, & Seidman, 2010; Mellin, 2009; Thomas,
Ellis, Konrad, Holzer, & Morrissey, 2009). With this increase in mental health needs and a
deficit of service providers, it is critical that preparation programs ensure that they are educating
and training professionals to handle this demand appropriately.
Robiner’s (2005) study of mental health professions and workplace supply and demand
found that MFTs have a much broader perspective since these clinicians focus on marital,
couple, or family issues. They seek to improve client functioning through a family perspective
PREPAREDNESS AMONG MFT TRAINEES 12

by targeting clients’ relationships or addressing behavioral and emotional issues. In meeting this
demand for mental health, it is a priority that MFT training programs evaluate their curriculum,
clinical training sites, and supervision practices. Research highlights the importance of mental
healthcare and training and the ability for educators and supervisors to develop students’ core
competencies (Gehart, 2011; Nelson et al., 2007). Evaluating how well students develop core
competencies, their perceptions of satisfaction with their education/training, and how well they
utilize self-care practices in managing their performance during training will provide critical
feedback on how well they are developing as clinicians. This feedback will also provide
essential information to educational programs and training sites on how they can best sustain
growth among their MFT graduate students.
There is limited research on whether having a positive or negative perception towards
education and clinical practice affects the ability to achieve core competencies as an MFT. It is
crucial to evaluate motivation levels in practicing self-care skills in school and clinical practice
as effective strategies for successful performance. If an MFT believes that their academic
instruction, clinical traineeship or self-care practices are not helpful, they may not develop the
skills needed for today’s job market. Further study is needed to explore MFT trainee attitudes
and perceptions towards their academic instruction to ensure they are developing the necessary
skills to be useful in the field. Examining MFT attitudes and perceptions of their clinical
supervision and clinical training site is vital to maintaining effective treatment with clients.
Clients can observe confidence in their therapist. Trainees who feel supported, validated and
well trained will infuse that sureness onto their work. Therefore, the purpose of this study is to
evaluate how prepared MFT trainees feel about the education they received from their university,
the skills they developed in their clinical traineeship and to what extent they are able to use self-
PREPAREDNESS AMONG MFT TRAINEES 13

care practices to sufficiently maintain overall positive health to achieve success in future career
pursuits.
Background of the Study
There have been a few prior studies that explored clinical preparedness of graduate
students. Hines (1996) conducted a follow-up survey of 205 graduates from Commission on the
Accreditation of Marriage and Family Therapy Education (COAMFTE) programs to evaluate
their perceptions of preparedness in doctoral MFT practice through their education and through
clinical fieldwork while in postgraduate study. Most considered themselves sufficiently well
prepared academically. Is this the same for master’s level MFT candidates? There is a need for
more research on evaluating today’s MFT graduate students and their attitudes towards their
education, clinical training and sense of preparedness to work with clients.
When students complete an MFT program, what are their perceptions about their
academic instruction adequately preparing them for their career goals and clinical work post-
graduation? Miller and Lambert-Shute (2009) conducted a survey of 82 MFT doctoral students
to evaluate career aspirations and perceived level of preparedness. Results indicate that students
felt well prepared for their career paths. Sori, Maucieri, Bregar, and Kendrick (2015) explored
best practices in training graduate students to effectively work with children, adolescents, and
adults in a family context. They studied 44 MFT graduate students’ perceptions about
preparedness in working with children in fieldwork. Results indicate that most students feel
there was adequate skill building and knowledge gained.
Research has shown that practicing self-care skills is imperative for attainment of
successful academic achievement and positive clinical practice (Gonsalvez, Wahnon, & Deane,
2017; Maddux, 2016; Mega, Ronconi, & De Beni, 2014; Peeters et al., 2014; Weisskirch, 2018;
PREPAREDNESS AMONG MFT TRAINEES 14

Wolters & Hussain, 2015; Yeager et al., 2014). Mega, Ronconi, and De Beni (2014) surveyed
5,805 undergraduate students on self-care, emotions, and motivation. Results indicate that how a
student feels affects his or her ability to engage in self-care practices. This finding supports the
need to understand perceptions of education because self-care and motivation, in turn, influences
academic achievement.
Purpose of the Study
A clinical traineeship allows an MFT trainee to put into practice what they have learned.
Self-care practices help the trainee to balance school, clinical work and personal life. Exploring
MFT trainees’ perceptions of academic instruction, clinical traineeship, and self-care practices
will yield an understanding of what factors are needed to improve competency and confidence.
MFTs evaluated the importance of their academic coursework, the roles, and responsibilities
within their clinical traineeship, their use or understanding of self-care practices and the role
these play in preparing for actual fieldwork. Therefore, the purpose of this study is to understand
better the role that academic instruction, clinical traineeship experience, and self-care practices
have on an MFT’s sense of preparedness for career paths and fieldwork post-graduation. It is
essential to look at this problem as it affects the development of the field.
Conceptual Framework
Academic instruction, clinical traineeship, and self-care practices are all separate
constructs. When demonstrated in a Venn diagram (Figure 1), they overlap and converge in the
center: The Impact Zone.
PREPAREDNESS AMONG MFT TRAINEES 15

Figure 1. Conceptual framework.
The overlap of the constructs of academic instruction, clinical traineeship, and self-care
practices designate how the constructs interact with each other. The overlap of academic
instruction and clinical traineeship demonstrates how both work together in evaluating the
student and addressing problems with performance. This collaboration works to achieve a
common goal: “the best training, the most competent professionals, and the best service to the
public that is realistic and available” (American Association of Marriage and Family Therapy
Clinical Traineeship
PREPAREDNESS AMONG MFT TRAINEES 16

[AAMFT], 2018, p. 3). As a systems thinking field, academic faculty, clinical supervisors and
students’ perceptions influence each other and, when the three parties work together as a united
front, there is an increase in students’ learning and growth (Burke, 2017).
The overlap between self-care practices and both academic instruction and clinical
traineeship demonstrate how these practices are vital to academic and clinical success. Self-care
practices help to establish critical processes needed to navigate graduate school and clinical
fieldwork through “goal setting, time management, learning strategies, self-evaluation, self-
attributions, seeking help or information, and important self-motivational beliefs, such as self-
efficacy and intrinsic task interest” (Zimmerman, 2002, p. 64). Cornoldi, DeBeni, and Chiara
Fioritto (2003) conducted a study of 240 undergraduates on self-care and the factors underlying
their practice. Their results demonstrate that self-care is critical in determining success or failure
in performance.
The Impact Zone in the center is considered the state where MFT trainees feel a sense of
efficacy in their practice and mastery in their core competencies: admission to treatment; clinical
assessment and diagnosis; treatment and case management; therapeutic interventions; legal
issues, ethics, and standards; and research and program evaluation (AAMFT, 2018). As the
research has shown, when students are thriving in their academics, progressing as clinicians and
using their self-care skills, they improve their chances of reaching success in their career goals
and future clinical fieldwork. This conceptual framework helps to understand how the three
constructs work together and alongside one another to prepare the MFT trainee for fieldwork.
Ore m ’s Theory of Self-Care
Orem (1995) developed the concept and theory of self-care, which identifies human
beings as attending to and dealing with themselves. The approach is based on the following
PREPAREDNESS AMONG MFT TRAINEES 17

ideas: self-care, self-care agency, and self-care requisites. Self-care is a practice of regular
activities that individuals initiate and perform to maintain life, growth, well-being, and human
integrity. Clark and Paraska (2012) studied Orem’s theory and developed the assumption that
people wish to care for themselves and not be dependent on others. Self-care agency is the
capability to engage in actions that fulfill self-care needs as well as care needs for dependent
members of the family. Self-care requisites are actions to be carried out by or for individuals to
regulate factors influencing human functioning and development. There are three types of self-
care requisites: universal, developmental, and health. All self-care types focus on taking care of
self or others. They differ in what is the focus of care. Universal self-care requisites are
common to all individuals. Developmental self-care requisites are essential for developmental
growth processes. Health deviation self-care requisites are needs resulting from health deficits
(See Figure 2).
Orem and Vardiman (1995) explored the theory of self-care and positive mental health
and discovered that people are capable of and willing to engage in self-care when they need to
and will care for dependent members of the family. Self-care and dependent care are considered
learned behaviors through human communication and interaction. People can be self-reliant and
responsible for their self-care needs as well as care needs for dependent members of the family
(Orem, 1985).
Marriage and family therapy trainees are submerged into the life of a graduate student
who needs to manage academic coursework and the demands of a traineeship. They are
attending to themselves to avoid burnout. They must have the inherent skills, self-care
requisites, to regulate their functioning to maintain positive mental health. Not having positive
mental health affects one’s ability to evaluate, assess, and organize actions to goal achievement
PREPAREDNESS AMONG MFT TRAINEES 18

(Orem & Vardiman, 1995). Trainees must also possess self-care agency, the belief that they can
succeed actively to engage in self-care. Self-regulation is similar to self-care agency. It is a
process in which students can take an active role in their learning, manage their motivation and
mental health as well as their behavior to achieve success (Wolters & Hussain, 2015). Lastly,
trainees must engage in self-care practice on a routine basis. Clinicians must possess the drive to
care for themselves if they are going to succeed in maintaining consistent self-care (Huss,
Randall, Patry, Davis, & Hansen, 2002).

Figure 2. Elements of self-care theory.
Importance of the Study
After a year or two of academic coursework, MFT trainees enter a clinical training
environment. They begin a relationship with a clinical supervisor in which they must be active
in the commencement and evaluation of their education (Anderson, Rigazio-DiGilio, & Kunkler,
1995; Gehart, 2011; Moore, 2004). There are various training pathways, so trainees must
regulate their education to ensure they are meeting requirements for licensure and acquisition of
Person(s) in Life Situations
Managing and Attending to Self
With Requirements to Regulate
Functioning and Development
Self-Care Requisites
With Power to Regulate Self-Care
Self-Care Agency
Engaging in Action to Meet
Regulatory Requirements
Self-Care
PREPAREDNESS AMONG MFT TRAINEES 19

core competencies (Burke, 2017; Moore, 2004; Steele, 2013). There has been a shift
pedagogically over the years towards an outcome-based education in this population of MFT
adult learners (Gehart, 2011). The push for outcomes is meant to achieve the quality of training
among different program types and standardization to create a better overall healthcare system
for all (Gehart, 2011).
It is essential to recognize the diversity inherent in the training of MFTs to emphasize the
ability of the learner and the strategies they use to meet these competencies. Polson and Nida
(1998) conducted a study of 329 graduate MFT students’ lifestyle stress. Results showed that
stress was significant for students entering their second year of a master’s program where they
were expected to maintain a full academic course load, conduct research, and manage the clinical
demands of a traineeship. How prepared do MFT trainees feel about their academic instruction
and clinical training? Turns, Nalbone, Hertlein, and Wetchler (2014) studied 112 students’
perceptions of program enhancers and stressors. Results showed students ranked mentoring and
professional development training as some of their highest needs. Aponte (1994) studied the
training received for psychotherapists and found that most participants felt unprepared to handle
the work of providing treatment to vulnerable clients. It is vital for MFT trainees to be better
prepared to work with these vulnerable clients in their clinical fieldwork.
There is a gap in understanding how prepared MFT trainees feel about their education
and clinical traineeship. There is limited research on master’s level candidates and how they
cope with balancing all of their academic, clinical, and personal demands and how self-care
practices can aid them in their first clinical training experience to learn and achieve success.
This study focused on their attitudes towards the level of preparedness they gained during their
PREPAREDNESS AMONG MFT TRAINEES 20

master’s education, during their clinical practicum, and how their use of self-care practices help
them to improve performance.
Limitations and Delimitations
There are a few limitations to this study. One limitation is the sample, which was
selected based on convenience in accessibility. Convenience sampling was selected based on the
availability of participants, time and location. All the participants were MFT trainees who were
completing or have completed their traineeship at the designated charter management
organization. Furthermore, there is a limitation in terms of educational background since all
participants received a bachelor’s and were enrolled in or had completed a master’s degree
program.
There was one delimitation in this study. To avoid participant bias based on researcher
influence in responses, the primary researcher, who holds the position of director of clinical
services at the designated charter school setting, assigned staff members unrelated to the clinical
counseling program to administer the survey.
Definition of Terms
The terms below were used throughout the study:
AAMFT: American Association of Marriage and Family Therapy is a professional
association for the field of MFT (Wikimedia Foundation, 2018)
Board of Behavioral Sciences: a governing body whose mission is to protect and serve
Californians by setting, communicating, and enforcing standards for safe and competent mental
health practice (BBS, 2018)
PREPAREDNESS AMONG MFT TRAINEES 21

MFT supervision: Direct supervision provided to an MFT or trainee, which may be
provided through live observation of the MFT/trainee and/or face-to-face contact between the
supervisor and the MFT/trainee (AAMFT, 2018)
Clinical traineeship/practicum: Clinical traineeships, otherwise known as practicums,
are field experiences that allow a student the opportunity to be observed and document how
working professionals perform their job responsibilities. To a limited extent, practicum students
also participate in performing certain tasks under supervision by program professors and on-site
staff. Concurrently, students enroll in a course, which outlines the expectations and requirements
of the practicum (The Practicum Experience, 2018).
The expectations associated with a practicum vary according to career. General
characteristics of an MFT practicum include:
 Shadowing clinicians who will guide the on-site experience.
 Observing and correlating practices in the field with theories and methods
previously studied.
 Recording information or assisting with tasks as directed by on-site personnel.
 Completing practicum course assignments.
COAMFTE: Commission on Accreditation for Marriage and Family Therapy Education
whose mission is to promote best practices for MFT educational programs through the
establishment, review, and revision of accreditation standards and policies, and the accreditation
of graduate and post-graduate educational programs (COAMFTE, 2018)
Core competencies: define the domains of knowledge and requisite skills in each field
that comprise the practice of MFT. The ultimate goal of the core competencies is to improve the
quality of services delivered by marriage and family therapists. Consequently, the skills
PREPAREDNESS AMONG MFT TRAINEES 22

described herein represent the minimum that therapists licensed to practice independently must
possess. The core competencies include admission to treatment; clinical assessment and
diagnosis; treatment and case management; therapeutic interventions; legal issues, ethics, and
standards; and research and program evaluation (AAMFT, 2018).
Goal setting: Goal setting is a robust process for thinking about one’s ideal future and for
motivating one’s self to turn a vision of this future into reality. The method of setting goals
helps one choose what direction to take (Mind Tools, 2018).
Impact Zone: the state where academic instruction, clinical traineeship, and self-
regulatory practices come together. It is a state where MFT trainees feel a sense of efficacy in
their training and mastery in their core competencies.
Marital and Family Therapist (MFT): A mental health practitioner, who has been
trained to provide psychotherapy and helps to facilitate change with individuals, couples,
families, and groups. They are regulated through professional licensure and monitored in the
state of California by the BBS (BBS, 2018).
MFT trainee: a student who is in training to become a marriage and family therapist
who is being supervised by an approved supervisor or supervisor candidate.
Self-evaluation: A process in which a person looks at their progress, development, and
learning to determine what has been improved and what areas still need improvement.
Self-care practices: Any activity that is done in order to take care of one’s mental,
emotional, and physical health. It can improve mood and reduce symptoms of anxiety.
Supervision: When a licensed clinical supervisor engages in the practice of overseeing
individuals who are seeking licensure as MFTs. Various responsibilities and guidelines provide
direction for the conduct of clinical supervision. When supervising a trainee for licensure,
PREPAREDNESS AMONG MFT TRAINEES 23

approved supervisors should also find information from the relevant state/provincial regulatory
board to become familiar with the requirements specific to that state/province’s regulation.
These regulations will include criteria, if specified, for who may offer supervision in that
state/province and conditions that the trainee must meet. Approved Supervisors are looked to for
guidance and are responsible for being familiar with the relevant guidelines to properly advise
supervisees (AAMFT, 2018). Supervision of MFTs is expected to have the following
characteristics:
 Face-to-face conversation between the MFT/MFT trainee and the supervisor,
usually in periods of approximately one hour each,
 The learning process should be sustained and intense,
 Appointments are customarily scheduled once a week
 Supervision focuses on raw data from a trainees’ continuing clinical practice,
which is available to the supervisor through a combination of direct live
observation, co-therapy, written clinical notes, audio, and video recordings, and
live supervision,
 It differs from psychotherapy and is meant to serve professional goals, and
 It is normally completed over a period of one to three years.

PREPAREDNESS AMONG MFT TRAINEES 24

CHAPTER TWO: LITERATURE REVIEW
The purpose of this study is to examine MFT trainees’ attitudes regarding their academic
instruction, clinical traineeship, and use of self-care practices in preparation for fieldwork post-
graduation. This chapter provides a comprehensive review of the literature related to these three
constructs: academic instruction, clinical traineeship, and self-care practices.
This literature review will define the current academic preparation that MFT trainees
experience, including coursework, reflective practices, and support from their educational
institutions. A discussion of the expectations and responsibilities of a specific clinical
traineeship will be outlined, from the interview process, orientation, supervision, and job duties
to expectations and professionalism. Finally, there will be a look at self-care practices as a
means of preparation for fieldwork. The self-care practices include physical, psychological,
emotional, spiritual, professional self-care, and self-care balance. Lastly, bridging these three
concepts is an exploration of how academic programs are working together to improve student
performance and how self-care practices are used in school and clinical work.
Population
This chapter begins by examining the uniqueness of the MFT trainee. These trainees are
mental health professionals who are academically and clinically trained in psychotherapy and
family systems (D’Aniello & Perkins, 2016). Within the context of marriage, couples and family
systems, clinicians can diagnose and treat mental and emotional problems. Therapy is brief,
solution-focused, specific, and has attainable goals (AAMFT, 2018). An MFT trainee is still in
graduate school and completing his or her hours to fulfill requirements for both school and the
BBS for eventual licensure. Placed in a clinical training site, these graduate students gain
experience as psychotherapists. Trainees are similar to students in social work, licensed
PREPAREDNESS AMONG MFT TRAINEES 25

professional clinical counseling, and other types of clinical counseling programs but are unique
in how they view problems. A student in psychology would process an issue by examining a
client’s inner world and trying to find the root of their dysfunction. Students in an LPCC
program may look at a problem as an individual or developmental issue. Social work students
may view issues as a resource problem, but MFT trainees have the training to see difficulties in
behavior with a social and relational context (Caldwell, 2015).
The History of the Profession
Broderick and Schrader (1991) review in detail the history of the profession of MFT.
The profession began to take shape with the social work movement when mental health
professionals started working with couples and families providing interventions for problem
behaviors in the 1870s. In the 1880s, the family education movement took shape, and students
were learning home economics, psychology, and sociology. Social workers, doctors, educators,
lawyers, and members of the religious community initially provided marriage and pre-marriage
counseling. Eventually, the profession of marriage and family counseling gained momentum and
developed in four phases (Broderick & Schrader, 1991).
The first phase, which commenced in the 1920s, started with the opening of two
marriage-counseling clinics, one on each coast, and pioneers researching the field of the
marriage counseling process. The second phase took place in the 1930s with the establishment
of the American Association of Marriage Counselors. This organization established the
standards for the profession and exchanged information and special knowledge about marital and
family relations. The next phase was seen in the 1940s with the further construction of the
profession. New counseling centers were developed. Textbooks were written for professionals.
There was a clear development of identification and philosophy of treatment. The final phase, as
PREPAREDNESS AMONG MFT TRAINEES 26

outlined by Broderick and Schrader (1991), happened in the 1960s when the profession was
consolidated and matured. In 1962, the first journal was published for the field.
Regulations of the Profession and Governing Body
In 1978, the COAMFTE establishes set standards for professional training. The
organization provides accreditation that aims to encourage MFT programs to conduct self-studies
and development. This body ensures that programs meet established criteria and their stated
objectives (COAMFTE, 2005). The following year, the American Association of Marriage
Counselors is re-named AAMFT. A central premise of AAMFT is that marriage and family
therapists should treat relationships within families rather than the symptoms of individuals
based on a view that individuals are part of relationship systems. (AAMFT, 2018). The goals
of the organization focused on research, theory development, and education. The members
established and implemented standards for educational programs for accreditation and set
standards for supervision and professional ethics (Wikimedia Foundation, 2018).
The state governing body for MFTs is the BBS, which establishes state statutes and
regulations relating to the practice of marriage and family therapy, includes service for
individuals, couples, or groups wherein interpersonal relationships are processed to achieve
positive adjustments (BBS, 2018). Today, there are more than 30 universities across the United
States with accredited doctoral training programs, and over 100 universities have an accredited
master’s program in the field of MFT (Cole & Cole, 2018).
Academic Instruction
In 1978, the first university MFT programs were established (Karam, Blow, Sprenkle, &
Davis, 2015). Hodgson, Johnson, Ketring, Wampler, and Lamson (2005) found that an interest
in clinical training motivates many students who enroll in MFT master’s programs. Several
PREPAREDNESS AMONG MFT TRAINEES 27

studies highlight what influences students’ decisions to study and train in specific mental health
fields. Most were motivated by the desire to help people (Archdall, Atapattu, & Anderson, 2013;
Arokiasamy et al., 2007; Chen, Austin, & Hughes, 2017).
A typical MFT master’s student will spend two to three years in an academic institution.
The curriculum focuses on applied methods of psychotherapy that include clinical and practice-
based coursework. At the University of Southern California, the MFT program coursework is
divided into four sections: research methods and data analysis for counselors, the master’s
seminar, the counseling process, and field experience (USC Rossier School of Education, 2018).
Research methods and data analysis examine current research in the field. The master’s
seminar explores a specific problem of practice within an urban setting. The counseling process
helps students develop interpersonal skills for effective communication and interviewing. Field
experience allows students to work in the field applying their learned skills. An education in
MFT is the first step in becoming a licensed therapist.
Current Trends in the Field
There was a paradigm shift during the last decade in MFT education that increased focus
on outcome-based education (Nelson & Smock, 2005). AAMFT and COAMFTE sponsored
MFT core competencies (COAMFTE, 2005). Graves (2005) defined core competencies as “a
collection of the basic or minimum skills that each practitioner should possess to provide safe
and effective care” (p. 15).
The core competencies include admission to treatment; clinical assessment and diagnosis;
treatment planning and case management; therapeutic interventions; legal issues, ethics, and
standards; and research and program evaluation. The first four reflect the development of the
client as he or she enters a therapeutic relationship, and the latter two relate to the legal and
PREPAREDNESS AMONG MFT TRAINEES 28

ethical obligations of the profession and competent service. Nelson and Johnson (1999) added
sub domains and an evaluative device. The subdomains included conceptual skills, perceptual
skills, executive skills, evaluative skills, and professional skills.
These core competencies are found in all MFT education programs. Gergen (1994)
identified MFT core competencies as shared knowledge by experts, key stakeholders, licensing
boards, and consumers. Gehart (2007, 2010) developed an outcome-based system to measure the
core competencies: case conceptualization, clinical assessment, progress note, treatment plan,
live interview, live interview evaluation, research project, and professional development plan.
Karam et al. (2015) identified some additional common factors that should be included in family
therapy curricula as well as clinical training. The common factors include client factors,
therapist factors, the therapeutic alliance, expectancy factors, interventions, therapists’
allegiance, and client feedback. These competencies and factors serve as a basis from which a
clinical supervisor in a traineeship evaluates a trainee.
Graduate Programs and Clinical Training Sites
To ensure that graduate students find appropriate training sites, many universities will
host practicum fairs where they invite various agencies from around the area to meet potential
trainees. Together, graduate programs and training sites provide learning opportunities to ensure
that trainees acquire the necessary competencies (Mann & Merced, 2018). Graduate programs
need to vet and develop relationships with training sites to ensure that they meet the program’s
goals, objectives, and training models (American Psychological Association, 2013). Graduate
students have the opportunity to ask questions about training sites to determine if they want to
pursue an interview. Training sites have the opportunity to discuss the different types of
experiences they offer and can recruit new volunteers.
PREPAREDNESS AMONG MFT TRAINEES 29

Once graduate students are accepted into a training site, the university and the training
site sign a 4-way agreement and keep in contact to ensure appropriate progress is being made, to
exchange information about evaluations and assessments, and to ensure that required clinical
hours are being fulfilled. Any problems that develop can be easily addressed when there is a
good partnership between the clinical traineeship site and the university. The supervision that an
MFT trainee receives should follow along with what the MFT trainee learns in his or her
university program (Hatcher et al., 2013).
Clinical Traineeship
Graduate students in an MFT program are required to complete a training program where
they receive supervision to gain and receive feedback on their clinical skills (BBS, 2015).
During the clinical traineeship, a trainee has the opportunity to put into practice what they have
learned from their academic instruction. Burke (2017) describes a typical MFT program as two
to three years when students are required to complete coursework and a practicum training
experience. In Burke’s evaluation of the development of MFT competencies and supervision, he
describes a clinical traineeship as a nine to twelve month assignment in a community mental
health agency where trainees provide services 16 to 20 hours per week and engage in direct
supervision of their psychotherapy services to meet training experience requirements. He
concludes that the clinical traineeship is good practice within an educational and training
environment. Manno (1995) describes graduate clinical fieldwork as output-based, emphasizing
what students learn versus what they are taught. Nelson and Graves (2011) describe an output-
based framework as an opportunity to focus on mastery of established criteria versus the number
of courses or training students have completed. Their emphasis is on the student evolving and
demonstrating their specific skills and objectives versus MFT graduate programs are designed
PREPAREDNESS AMONG MFT TRAINEES 30

for this purpose. These skills are shown within their core competencies and address the common
factors that make them change agents (D’Aniello & Fife, 2017).
For this study, I examine one specific clinical traineeship at a non-profit charter
management organization, Partnerships to Uplift Communities (PUC) Schools. This traineeship
offers MFT trainees the opportunity to work in a charter school setting with students and
families. MFT trainees have the opportunity to provide individual, family, and group therapy
(PUC Schools, 2018). Within the PUC Clinical Counseling Program, crisis intervention and case
management skills are taught. Trainees make a commitment for either 10 or 12 months on a
volunteer basis. In return for their service, trainees receive both individual and group
supervision. Clinical supervisors teach a variety of different strategies and skills to foster and
develop professional development, but self-reflection is one of the most commonly utilized
interventions to increase awareness of professional practices (Rizq et al., 2010). Trainees receive
guidance on how to develop their clinical skills.
Expectations of the MFT trainee
Gehart (2011) compares the competencies framework to an outcome-based pedagogy
where mental health professionals outline for students what the required competencies are that
they would be expected to demonstrate. As participants in the PUC Clinical Counseling
Program, MFT trainees are expected to observe their university requirements and the agency
policies as well as the BBS, CAAMFT and AAMFT regulations (PUC Schools, 2018). Trainees
are expected to maintain confidentiality for the clients/families they treat and all clients/families
discussed in group supervision. Clinical documentation will be completed for all contact and
services provided within the guidelines set forth by the agency. As counselors, MFT trainees
will obtain written consent from a parent/guardian before engaging in therapy with a minor.
PREPAREDNESS AMONG MFT TRAINEES 31

There will be documentation of clinical work performed, such as face-to-face meetings, phone
calls, and observations in the client files. Trainees will write progress notes for an individual,
group, and family therapy sessions. Other contacts with school staff and outside providers will
also be documented in the clinical file. Treatment plans and psychosocial assessments will be
completed for each client and follow the paperwork timeline expectations. Burke (2017)
discusses training-related documentation as an essential part of the practicum training process,
which allows students to be held accountable for their learning.
Supervision. Literature has shown that clinical supervision is essential in the mental health
profession (Barnett, Cornish, Goodyear, & Lichtenberg, 2007; Bernard & Goodyear, 2014;
Burke, 2017; Gehart, 2011). To ensure that clinical work is progressing properly, MFT trainees
will attend group and individual supervision meetings each week at scheduled times. Bernard
and Goodyear (2014) studied clinical supervision and found that the supervision process is one
of the foundations for clinical competency development. In the PUC Clinical Counseling
Program, weekly-write ups are completed and reviewed with assigned clinical supervisors each
week (PUC Schools, 2018). All clinical documentation and proof of work will be presented each
week in individual supervision. Each MFT trainee will submit at least two videotaped case
presentations in group supervision and one written transcript of a session in individual
supervision. Clinical supervisors hold an influential role as both trainers and evaluators (Burke,
2017).
Supervisors ensure that MFT trainees comply with ethical and legal requirements for the
profession, as trainees are mandated reporters and are expected to assess for suspected
child/elder/dependent adult abuse, suicidality, and Tarasoff/homicidal ideation regularly (BBS,
2018). Any suspicion would need to be discussed with the supervisor immediately, and the
PREPAREDNESS AMONG MFT TRAINEES 32

proper reporting must be done in accordance with California state law. Supervisors are
gatekeepers for supervisees (Bernard & Goodyear, 2014). As volunteers, MFT trainees do not
have contact with clients/families outside of the school setting during or after their time of
volunteering. Trainees will not give out their personal phone numbers, email, or addresses to
clients and families. They will not engage with clients through social networking sites, and will
observe the PUC services protocols. General self-disclosure is discouraged, but self-disclosure
of a highly personal nature, such as sexual practices, abuse history, financial status,
religious/political beliefs is forbidden (PUC Schools, 2018). Vespia, Heckman-Stone, and
Delworth (2002) highlight two purposes of supervision: professional development and ensuring
client welfare.
Job Responsibilities of the MFT trainee
According to BBS statutes and regulations relating to the practice of MFT, a trainee’s
responsibility is to work within their scope of practice and competency and to do no harm (BBS,
2018). In addition to following rules and protocols, trainees are in a clinical traineeship to
develop and grow as clinicians. Howard (2008) found that supervision aims to improve work
performance. As beginning therapists, they are expected to select a theoretical orientation to
guide their work with clients. These new clinicians are exposed to different evidenced-based
practices such as trauma-focused cognitive behavioral therapy, parent-child interactional therapy,
and seeking safety and are expected to select clients to treat using each of these practices (PUC
Schools, 2018).
To promote creativity, MFT trainees are trained in various creative modalities such as art
therapy, sand tray therapy, music therapy, and play therapy. All offices are equipped with
materials to help facilitate the use of these creative modalities. Supervisors teach, mentor, and
PREPAREDNESS AMONG MFT TRAINEES 33

provide supervisees the opportunity to become an internal supervisor (Dennin & Ellis, 2003).
Training in these modalities keeps the trainees competitive and gives them a boost in
marketability when they seek jobs post-graduation.
As part of their job responsibilities, MFT trainees will take shared ownership of the
learning experience and agree to regularly communicate with a supervisor if any concerns or
needs are not being addressed. Harkness and Poertner (1989) originally defined supervision as
an oversight of client care. Supervisors focus on client welfare, concern, and progress. Creaner
(2017) outlined three purposes of supervision: formative, targeting trainee learning; normative,
targeting client welfare; and restorative, targeting the welfare of the trainee.
Self-Care Practices
A way in which MFT trainees can better prepare themselves for school and clinical
fieldwork is the use of self-care practices. Literature has shown that self-care practices help
reduce stress and improve achievement. Weiner (1986, 1992) found that motivation to achieve
success can be attributed to the effort, which can be affected by how prepared a person feels.
The research focused on how individuals are driven by their goal of understanding and mastery.
The way an individual characterizes their success or failure can have psychological and
behavioral costs. A study on the effects of stress on the brain found that effective self-care is the
basis for good self-esteem and can reduce physiological responses to stressors. Goal setting,
self-evaluation, and self-care skills were found to help with coping and regulated emotions and
stress (Roeser et al., 2013). Zimmerman (2002) identifies self-care practices as a way for
students to become owners of their learning process. Schunk and Zimmerman (2011) identify
self-care practices as learning that a person gains by himself or herself versus learning that is
given. It is fundamental that students know how to learn and recognize that self-care practices
PREPAREDNESS AMONG MFT TRAINEES 34

can help to attain success in one’s own learning process (Mayer, 2002; Weinstein, Mayer, &
Wittrock, 1986; Zimmerman, 2008).
Wolters and Hussain (2015) surveyed 213 college students to evaluate their use of self-
care and academic achievement. They found that, when students utilized self-care, they were
more successful academically because they took an active role in their learning. The question is
whether students are taught the necessary self-care practices to be successful and the extent to
which they utilize self-care practices if they have been taught. Pintrich and Zusho (2007) found
that instruction in many classrooms needs more focus on self-care learning to help students
develop the knowledge and strategies that are necessary for self-care practice.
Looking out for the welfare of supervisees includes encouragement of self-care and the
use of self-care practices. For graduate students who carry full-time or part-time coursework,
fulfilling all the requirements of a clinical traineeship can be difficult and require much
organization and skill. Majcher and Daniluk (2009) cited that excellent performance relies on
supervision and the supervisor and supervisee having a good relationship. Given the demands of
the clinical traineeship, it is crucial that MFT trainees utilize self-care practices. Self-care has
proven to be effective in helping students achieve academic success (Maddux, 2016; Mega et al.,
2014; Peeters et al., 2014; Weisskirch, 2018; Yeager et al., 2014).
If a graduate student does not understand what to do in clinical practice, he or she must
possess some level of self-awareness and have strategies in place to take corrective action
(Schunk & Zimmerman, 2011). This self-awareness and ability to take control of one’s learning
is part of self-care practices. In education and training, self-care is vital to being a successful
lifelong learner (Colthorpe, Zimbardi, Ainscough, & Anderson, 2015). To use self-care
practices, a student must first be educated about how to use them. Teachers, professors, mentors,
PREPAREDNESS AMONG MFT TRAINEES 35

and parents are the first instructors to help students identify these essential skills. In a study by
Peeters et al. (2014), the ability of a teacher to instruct students on effective self-care practices
was dependent on the teacher’s personal self-care competencies. If a student has a good role
model for self-care, he or she is more likely to practice these skills.
Career Goal as a Graduate Student
As graduate students enter MFT programs, it is important to explore what their ultimate
goal is for beginning this master’s degree, what their career goals are, and what it means to be an
MFT. Students can take many different career paths once they complete a master’s degree in
Marital and Family Therapy. Choices in career paths, setting goals and knowing what it means
to be an MFT may have similar themes connected to common factors in MFT training:
cohesiveness, being integrative, aligning to basic skills, aligning with research, and enhancing
the individual (D’Aniello & Perkins, 2016). Lazowski and Hulleman (2016) studied intervention
studies in education around the motivation of students. They found that students, who could
define goals, describe effective strategies to accomplish the goal, and had personal experiences
related to goal orientation achieved better grades and improved mastery than students who could
not demonstrate these skills. Camp (2017) studied goal setting in teacher development practice
in higher education and found that teachers and supervisors significantly affect students’ goal
achievement. Camp identified factors that increased student goal commitment:
teacher/supervisor investment and support, public goal setting, incentives, intangible rewards,
joint planning, and goal clarity.
Self-Care Evaluation
Being able to monitor one’s progress as a student is vital. Panadero and Romero (2014)
studied the effect of self-evaluation on student performance and found that students who were
PREPAREDNESS AMONG MFT TRAINEES 36

able to utilize self-evaluation skills successfully increased performance, accuracy, decreased
avoidance, and stress. Raab (2014) conducted a literature review on stress reduction in various
mental health professionals and found that researchers agree that a lack of stress reduction
interventions such as mindfulness and self-compassion leads to less effective delivery of care.
Zimmerman (2002) studied self-evaluation within the context of self-reflection. He
discovered that novices had a different self-reflection profile than experts because they typically
do not engage in forethought as actively as experts do. He found that many beginners do not set
specific goals nor self-monitor and tend to compare themselves to others too often. Experts self-
evaluate against personal goals versus others’ performances and can effectively make strategies
on how to improve themselves which leads to greater satisfaction with their progress
(Zimmerman & Risemberg, 1997).
Self-Care Practices as an MFT trainee in Fieldwork
As supervisors work with their assigned trainees, it is essential that trainees establish
goals that they want to accomplish before their traineeship ends. Gonsalvez et al. (2017) studied
the importance of goal setting, giving feedback, self-care, and self-assessment in supervisory
relationships. They found that goal setting and self-care was a priority and should be established
in collaboration between the supervisor and trainee. Goals should be created within a theoretical
framework and follow guiding principles to help facilitate supervision (Gonsalvez & Calvert,
2014). Gonsalvez (2014) examined the supervisory agreement that is established at the
beginning of the relationship and stressed the importance of building learning outcomes that are
SMART: being time sensitive, measurable, appropriate from a developmental context, relevant,
and time-wise. Supervisor feedback is essential in a student’s ability to self-evaluate (Harks,
Rakoczy, Hattie, Besser, & Klieme, 2014). The more elaborate a supervisor can be on their
PREPAREDNESS AMONG MFT TRAINEES 37

feedback on a student’s self-evaluation and self-care, the deeper a student can process their
feelings and monitor their performance.
In the Self-Care Assessment Worksheet by Saakvine and Pearlman (1996), they
identified different categories of self-care: physical, psychological, spiritual, emotional, and
professional. Physical self-care strategies look at the physical dimension of self-care that
involves physical activity (Carroll, Gilroy, & Murra, 1999). Some movement can include sports,
household activities, or exercise (Henderson & Ainsworth, 2001). Research on self-care has
demonstrated that physical activity can have the ability to decrease anxiety and depressive
symptoms (Lustyk, Widman, Paschane, & Olson, 2004). Carroll, Gilroy, and Murra (1999)
identified physical self-care as a way to increase the health component of quality of life.
Psychological self-care includes seeking out personal counseling, therapy, or treatment to
maintain positive mental health (Norcross & Guy, 2007). Emotional self-care strategies are
similar. These strategies focus on the identification of emotions and include allowing yourself to
cry, finding things that make you laugh, and playing with children (Saakvine & Pearlman, 1996).
As therapists work with traumatized clients, the counseling relationship can become demanding.
Richards, Camenni, and MuseBurke (2010) studied the importance of therapists seeking
counseling to maintain balance. Research on personal therapy has been known to improve
individual and professional development, as well as self-awareness (Macran, Stiles, & Smith,
1999).
Spiritual self-care strategies are defined as approaches that are active and passive where
beliefs, disciplines, and experiences are grounded (Cashwell, Bentley, & Bigbee, 2007).
Different spiritual self-care strategies could consist of mindfulness, self-hypnosis, music, and
balance (Juslin et al., 2008; Schure et al., 2008; Williams et al., 2010). Stress reduction is an
PREPAREDNESS AMONG MFT TRAINEES 38

important skill to possess as a graduate student working with traumatized clients. Another
essential factor is positive well-being, if an individual is working in the mental health field
(Grossman, Niemann, Schmidt, & Walach, 2004).
Professional self-care strategies focus on support systems. These support systems include
supervision, consultation, and professional education; and personal support systems, such as
relationships with partner, friends, and family (Coster & Schwebel, 1997; Stevanovic, & Rupert,
2004). Having constructive feedback, professional support through reflection, and assessment
gives valuable input for clinicians (Coster & Schwebel, 1997). Professional self-care strategies
also include support from colleagues. Being able to share similar experiences is a way to combat
stress and burnout (Figley, 2002). It is vital that clinical supervisors educate and encourage their
supervisees to engage in self-care strategies to avoid harm to clients (Figley, 2002).
Summary
Marriage and family therapy trainees are a unique population that undertake several roles
and responsibilities as students and new clinicians working to help others in a relational context.
As the field has developed, there have been new competencies established for the field
(Caldwell, 2015). The profession has had significant changes over the last century, moving from
social work to family work to focusing on marital and family issues and concerns. As a
profession, there has been the development of regulatory bodies such as the BBS, COAMFTE,
and AAMFT to establish principles and guidelines.
As graduate students, MFT trainees begin to learn about the history of the profession and
how to work with different populations such as children, adolescents, adults, and families.
Coursework is focused on research and data, identifying problems of practice, the counseling
process, and fieldwork (USC Rossier School of Education, 2018).
PREPAREDNESS AMONG MFT TRAINEES 39

In their role as new clinicians, MFT trainees are focusing on their core competencies in
different domains: admission to treatment; clinical assessment and diagnosis; treatment planning
and case management; therapeutic interventions; legal issues, ethics, and standards; and research
and program evaluation. The development of the supervisory relationship begins. Individual
and group supervision provides support and guidance as the trainees develop their clinical skills.
Their mastery as therapists grows over time as they provide clinical services during their
traineeship. Expectations as clinicians are focused on professionalism, reviewing confidentiality,
gaining consent, building rapport, treatment, and documentation.
Universities examine a variety of agencies for appropriate placement for the trainees.
Through practicum fairs, classroom presentations, and marketing, graduate students explore
placement sites that best fit their professional needs. After interviews, trainees are placed, and
the clinical fieldwork begins. During the traineeship, universities and clinical supervisors at the
traineeship maintain close contact to ensure progress and growth of the trainee. Regular
evaluations are exchanged to review mastery in the core competencies. Problems are addressed
if the trainees struggle and remediation plans are developed if needed.
Researchers have acknowledged that self-care practices are beneficial to increasing
academic and job performance. Self-care allows the graduate student to become self-aware,
recognize their weaknesses, and find ways to improve their performance. As lifelong learners, it
is strongly recommended that these new clinicians engage in self-care practices as they enter
fieldwork (Colthorpe et al., 2015).
In a study by Panadero and Romero (2014), students who could use self-care were able to
improve performance and accuracy and decrease avoidance and stress, which is much needed in
helping professions. Trainees need to be prepared upon graduation to effectively navigate the
PREPAREDNESS AMONG MFT TRAINEES 40

world of MFT as interns where supervision is decreased and demands of time and service are
increased.

PREPAREDNESS AMONG MFT TRAINEES 41

Purpose of Study
The purpose of the study is to examine the attitudes of MFT trainees regarding their
academic instruction, clinical traineeship and use of self-care practices in preparation for
fieldwork post-graduation.
Research Question 1: What are MFT trainees’ attitudes towards their academic preparation for
clinical practice post-graduation?
Research Question 2: What are MFT trainees’ attitudes towards their clinical traineeship
preparation for clinical practice post-graduation?
Research Question 3: What are MFT trainees’ attitudes towards their use of self-care practices in
preparation for clinical practice post-graduation?

PREPAREDNESS AMONG MFT TRAINEES 42

CHAPTER THREE: METHODOLOGY
This study investigates MFT trainees’ perceptions about their academic preparation, their
clinical traineeship, and their use of self-care practices in preparation for fieldwork after
graduation. This chapter will review the methods utilized in conducting this study. First,
relevant demographic information characteristics of participants will be discussed. Second, the
instruments used to operationalize constructs and collect data will be examined. Finally,
recruitment and data collection procedures will be explained.
Participants
Seven hundred graduates and graduate students, from various California (CA) MFT
master’s programs who completed their traineeship between 2004 to 2019 at a charter school,
were recruited for this study. All participants received an email. Email addresses were collected
at the time of their participation in the traineeship. Many university emails have since become
inactive, therefore having an adverse effect on the response rate. Two hundred participants
responded. All participants completed their clinical fieldwork at PUC, a non-profit charter
organization. A population sample was used in this study. This type of purposive sampling was
used due to ease of access to the total population of trainees working at this specific charter
school setting. This population is included in this study because they are a good sampling of CA
MFT graduate students in a practicum setting.
Frequencies and percentages were calculated for age, gender, and graduation dates.
Based on the survey, the most frequently observed category of age was 26–30 (n = 72, 37%).
Current ages were reported upon completion of the survey. Age, at the time of participation in
the traineeship, was younger. The most frequently observed age based on verbal reports among
agencies and universities in the 2019 Southern California MFT Consortium is that current
PREPAREDNESS AMONG MFT TRAINEES 43

trainees in practicum are typically between 20-25. There is a trend towards younger graduate
students entering into postgraduate master’s programs for MFT. The most frequently observed
category of gender was female (n = 176, 90%). The most frequently observed category of
graduation date was 2016 and later (n = 116, 59%). Frequencies and percentages of participant
characteristics are presented in Table 1.
PREPAREDNESS AMONG MFT TRAINEES 44

Table 1
Sample Size and Percentages for Participant Characteristics by category
Participant Characteristics
Variable

n

%

Age

20–25

32

16.41

26–30

72

36.92

31–35

41

21.03

36–40

21

10.77

41 and older

26

13.33

Gender

Female 176 90.26
Male 17 8.72
Other 2 1.03
Graduation Date
2016 and later 116 59.49
2010–2015 61 31.28
2009 and earlier 15 7.69
Note. Due to rounding errors, percentages may not equal 100%.
Race/Ethnicity
The instrument included some categories from which the respondent was able to choose a
response: Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African
American, Native Hawaiian or Other Pacific Islander, White, and two or more races.
Race/Ethnicity is a nominal measurement. These seven categories are the adopted standard of
the U. S. Department of Education (2008) for collecting and reporting data on race and ethnicity.
The data collected were eventually grouped into five categories labeled White, Black,
Asian/American, Hispanic/Latino/a, and Multiracial.
Frequencies and percentages were calculated for ethnicity. The most frequently observed
category of ethnicity was White (n = 82, 42%). Frequencies and percentages are presented in
Table 2.
PREPAREDNESS AMONG MFT TRAINEES 45

Table 2
Sample Size and Percentages for Ethnicity by category
Ethnicity

n

%

White 82 42.05
Hispanic/Latino 50 25.64
Asian 22 11.28
Two or More Races 17 8.72
Black or African American 12 6.15
Other 11 5.64
Native Hawaiian or Other Pacific Islander

1

0.51

Note. Due to rounding errors, percentages may not equal 100%.
The participants are from different MFT programs around Southern and Northern
California. They come from private, public and online institutions. Frequencies and percentages
were calculated for university. The four most frequently observed universities were California
State University Northridge, Alliant International University, University of Southern California
and Mount St. Mary’s University. Frequencies and percentages are presented in Table 3.
PREPAREDNESS AMONG MFT TRAINEES 46

Table 3
Sample Size and Percentages for University by category
University

n

%

Alliant University (LA and Irvine) 25 12.82
Azusa 3 1.54
CAL State LA 9 4.62
CSUN

52

26.67

Chicago School of Professional Psychology 6 3.08
Fuller 6 3.08
LMU

3

1.54

Mount St. Mary’s

19

9.74

Pacific Oaks

3

1.54

Pepperdine

11

5.64

Touro University

4

2.05

USC

21

10.77

Other

33

16.93

Note. Due to rounding errors, percentages may not equal 100%.
Upon completing their master’s degrees, most participants continued their career in
marriage and family therapy. Their entire clinical practice while a trainee at the charter school
setting was focused on clinical mental health. The average amount of direct client contact hours
that most trainees are required to obtain is 240, but some trainees attending AAMFT and co-
AAMFT programs are required to gain 500 hours of direct client contact. Their required contact
hours can be achieved if a trainee completes more than ten direct client contact hours in a week,
and they receive additional supervision at the rate of one supervision unit per five direct client
contact hours. Results from this study can be generalized to other second-year MFT trainees
entering into their first clinical traineeship.
All 50 participants come together weekly for group supervision and were readily
available to complete a survey. Permission to survey the trainees was given by the director of
PREPAREDNESS AMONG MFT TRAINEES 47

clinical services at the charter school setting. The author’s university’s institutional review board
also reviewed this study.
Participants were asked about career aspirations post-graduation. Frequencies and
percentages were calculated for career. The most frequently observed category of career was
becoming a licensed MFT (n = 108, 55%). Frequencies and percentages are presented in Table
4.
Table 4
Sample Size and Percentages for Career Aspirations by category
Frequency Table for Career Aspirations
Desired Career

n

%

Become a Licensed MFT 108 55.38
Have a Private Practice 22 11.28
Work in Academia 25 12.82
Become an LMFT Supervisor

6

3.08

Site
This study took place at PUC, a non-profit management company that includes an in-
house clinical counseling program that provides individual, family and group therapy to students
and families. This agency was chosen because there is a large population of MFT trainees
attending a master’s program working in their first traineeship in this charter school setting.
They are all a subgroup of second-year trainees in graduate school obtaining master’s degrees in
MFT.
Instruments
As shown in Appendix A, students were provided an informed consent form before
participating in the survey and were notified that all survey responses would remain confidential.
The survey itself was divided into sections: demographic and background information (Appendix
PREPAREDNESS AMONG MFT TRAINEES 48

B), perceptions of their academic/clinical preparation and use of self-care practices (Appendix
C).
One question with 30 items was based on the Follow-Up Survey of Graduates from
Accredited Degree-Granting Marriage and Family Therapy Training Programs (Hines, 1996).
The instrument was designed to evaluate MFT graduate students’ current employment and work
activities. The survey also evaluated the extent and nature of training received and offered
feedback regarding their accredited training program. The survey consisted of four parts that
included 189 closed-ended questions and three open-ended questions for a total of 192 items.
The survey was based on a six-point Likert scale (not at all = 1, minimally = 2, moderately = 3,
sufficiently = 4, quite well = 5, and very well = 6). Five university faculty members, two of
whom were MFT family therapy educators, provided feedback regarding a working draft of the
questionnaire. A draft was sent to practicing MFTs to provide feedback. Many items on the
survey were modeled on items in the Family Therapy Networker reader survey (Rait, 1988). A
review of national training surveys in psychology (Prochaska & Norcross, 1983) and counselor
education (Peltier & Vale, 1986) served as a background for developing the format and some of
the content items for this questionnaire. A list of the most common presenting problems seen in
clinical practice and recommendations for increased/decreased training was adapted from this
study. A sample list is “Depression, Anxiety, Parent-Adolescent, Domestic Violence, etc…” and
sample questions are “Professional Development in my TRAINEESHIP should place more
emphasis on: Therapeutic Interventions - 1=Strongly Disagree to 5=Strongly Agree.”
Academic and Clinical Preparation
The instrument used to measure the perceived level of preparedness was modified from
one created by Hines (1996), whose questionnaire was designed in consultation with survey
PREPAREDNESS AMONG MFT TRAINEES 49

research specialists, MFT educators, and practicing MFTs. The purpose of the study was to
examine current employment and work activities, the extent and nature of the MFT training
received, the extent to which training prepared participants to work as MFTs, and
recommendations for increased or decreased emphasis on training topics. Mailed surveys were
sent to 19 master’s degree programs and nine doctorate programs. The survey consisted of four
parts that included 189 closed-ended questions and three open-ended questions for a total of 192
items. The instrument was designed to gather factual and evaluative data. The questionnaire
was based on national training surveys in psychology (Prochaska & Norcross, 1983) and
counselor education (Peltier & Vale, 1986). The survey required participants to identify key
demographic information, evaluate their current employment and work activities, evaluate the
extent and nature of MFT training received, and offer feedback regarding their accredited
training program. A sample statement from this instrument regarding feedback for training
program was based on a six-point Likert scale (not at all = 1, minimally = 2, moderately = 3,
sufficiently = 4, quite well = 5, and very well = 6). A sample question is “How well did my
MFT training program prepare me to work as a clinician in various treatment modalities.”
The construction of 46 questions with 92 items was modified from this survey, face
validity and content validity were determined based on input from those familiar with clinical
MFT practice and research methodologies. This measure was selected based on the similarity of
study: similar population, similar focus, and similar demographics. I am researching MFT
perceptions about clinical practice and education as well as the use of self-care practices. The
device was created to evaluate graduate-level trainees, which is the same population that I
surveyed. The device utilized feedback from the COAMFTE of the AAMFT, which sets the
standards for family therapy education.
PREPAREDNESS AMONG MFT TRAINEES 50

Self-Care Practices
The instrument used to assess the use of self-care was the Self-Care Assessment
Worksheet (SCAW). The SCAW is a self-care indicator developed by Saakvine and Pearlman in
1996 and measures the degree to which individuals engage in a variety of self-care activities and
strategies. The instrument measures six areas of self-care: physical, psychological, emotional,
spiritual, professional workplace, and balance. Each of the subscales presents a different number
of items assessing an array of self-care strategies engaged in by the respondent. Respondents are
asked to rate each activity on a scale from 1 to 5 in terms of frequency (1 ¼ never occurs, 5 ¼
frequently occurs). Sample items from the SCAW include (a) eat regularly (physical), (b) make
time for self-reflection (psychological), (c) allow yourself to cry (emotional), (d) be open to
inspiration (spiritual), (e) take time to chat with coworkers (workplace), and (f) strive for balance
among work, family, relationships, play, and rest (balance). A copy of the SCAW is available
from multiple outlets on the internet. Possible scores on each subscale of the SCAW depend on
the number of items within that subscale. Information on the number of items in each subscale
and the possible range of scores for the subscales are provided in Table 2. Higher total scores for
each subscale indicate more engagement in self-care activities and lower scores indicate low
participation in self-care. The SCAW is not meant to be an indicator of wellness but, preferably,
a description of how the respondent is, and is not, engaging in self-care. Psychometric properties
have not been established for the SCAW.
The modified SCAW consisted of 66 items that were divided into the following six
categories: physical self-care (14 items), psychological self-care (12 items), emotional self-care
(10 items), spiritual self-care (16 items), workplace or professional self-care (11 items), and
balance (2 items).
PREPAREDNESS AMONG MFT TRAINEES 51

Procedure
Clinical supervisors recruited participants for this study. During group supervision, a
staff member unrelated to the clinical counseling team facilitated the survey. The investigator
for this study requested staff who were unrelated to the clinical field to facilitate the survey to the
trainees to avoid bias. Additional surveys were sent out via email to MFT interns who
completed their traineeship at PUC Schools. A brief description of the study, a link to the
survey, and a notice of confidentiality were included for all participants. All participants were
provided with an informed consent form notifying them of the purpose of the study, procedures
for completing the survey, potential risks and benefits, and rights of participants. To maintain
the confidentiality of the participants, only the primary investigator for this study was granted
access to the data. All identifying information from the survey was kept in a location separate
from the survey responses. The average time to complete the survey was approximately 15
minutes. As an incentive for completing the survey, participants received a USB drive.

PREPAREDNESS AMONG MFT TRAINEES 52

CHAPTER FOUR: RESULTS
The purpose of this study was to examine MFT trainees’ perceived levels of preparation
based on their experience at their academic institutions, clinical traineeship, and use of self-care
practices in preparation for their careers and fieldwork. Furthermore, this study aimed to make
suggestions to improve preparation practices for the MFT trainee. This chapter reviews each
research question and reports the findings. Results are divided into a preliminary analysis, the
main research questions and post hoc analyses.
Preliminary Analysis
Before examining the research questions, it was essential to begin with the type of
clinical experience the trainees engaged in during their clinical traineeship. The survey results
begin with the focus of treatment. All of the participants completed their clinical traineeship at a
non-profit charter school organization working with children and families. They were all asked
to examine what the most common presenting problems were for their focus on treatment with
clients.
Most Common Presenting Problems in Practice
Participants were asked about the most common type of presenting problem they saw in
their practice. The list of presenting problems was taken from Hines (1996), and consisted of:
anxiety, behavioral disorders, gang-related, other mental illness, step-family adjustment, suicidal
ideation, divorce, money, gender issues, spirituality, substance abuse, parent-child conflict, body
issues, communication skills, couple problems, isolation, sexual abuse, domestic violence,
growth issues, depression, bullying, self-injury, academic issues, anger management, sexual
acting out, self-esteem, trauma, legal problems, socialization skills, and grief and loss. Summary
statistics were calculated for each with a frequency rating (1 = never to 5 = very frequently). The
PREPAREDNESS AMONG MFT TRAINEES 53

five most common presenting problems identified in this study were: communication skills,
anxiety, depression, self-esteem, and academic issues (see Table 5).
Table 5
Mean, Standard Deviation, and Sample Size for Presenting Problem by category
Presenting Problems in Practice

n M

SD

Communication Skills

186

4.25

1.00

Anxiety

185

4.25

1.04

Depression

186

4.06

1.18

Self-Esteem

185

4.04

1.04

Academic Issues

186

3.82

1.09

Main Findings
Having identified their background, career goals and focus of treatment with clients,
participants were asked questions related to the first two research questions about their perceived
level of preparedness from their experience of their school and traineeship:
Research Question 1: What are MFT trainees’ attitudes towards their academic preparation
for clinical practice post-graduation?
Research Question 2: What are MFT trainees’ attitudes towards their clinical traineeship
preparation for clinical practice post-graduation?
Participants evaluated their preparedness level in terms of specific domains of practice.
There were questions to assess their level of preparedness based on their experience of school
instruction and the professional development trainings they engaged in while completing their
practicum. Responses to determine how prepared they were to work in various domains of
practice were as follows: (1 = not prepared, 2 = slightly prepared, 3 = moderately prepared, 4 =
well prepared, and 5 = extremely well prepared). Overall, participants felt well prepared to
extremely well prepared in most domains of practice (see Table 6).
PREPAREDNESS AMONG MFT TRAINEES 54

Preparation to Provide Services
Summary statistics were calculated for participants’ perceived levels of preparedness
from school and clinical traineeship within five domains of practice: clinical mental health
services, practical skills, crisis intervention, being a community liaison, and providing
counseling (1 = not prepared to 5 = extremely well prepared).
Table 6
Descriptive Statistics for the perceived level of training by domains and school
Domains of Practice

n

School
Preparation
M D
Traineeship
Preparation
M SD

Clinical Mental Health Services

153

2.94 0.17

3.05 0.70

Practical Skills

180

3.87 0.83

4.15 0.74

Crisis Intervention

173

3.04 0.86

3.27 0.86

Community Liaison

175

2.97 0.84

3.17 0.88

Counseling

179

3.65 0.90

3.97 0.86

Assessing the Use of Self-Care Practices
While working as an MFT, it is essential that trainees practice self-care to avoid burnout
and distress. The different types of self-care examined in this study were: physical self-care,
psychological self-care, emotional self-care, spiritual self-care, professional self-care, and
balance. To examine participants’ perceptions, the third research question was as follows: What
are trainees’ attitudes towards their use of self-care practices in preparation for clinical practice
post-graduation?
Summary statistics were calculated for how frequently MFT trainees engaged in self-care
practices (1 = It Never Occurred to Me to 5 = Frequently). Overall, most MFT trainees felt that
they experienced a balanced practice of self-care while engaged in academics and clinical
practice. The most frequently used self-care practice reported was emotional self-care (see Table
7).
PREPAREDNESS AMONG MFT TRAINEES 55

Table 7
Descriptive Statistics Table for the Use of Self-Care Practices
Self-Care Practice

n M

SD

Physical Self-Care

177 4.05

0.46

Psychological Self-Care

173 3.86

0.50

Emotional Self-Care

173 4.13

0.46

Spiritual Self-Care

174 3.96

0.52

Professional Self-Care

169 4.08

0.48

Self-Care Balance

174 4.19

0.69

Overall Preparation from School, Clinical Traineeship and Use of Self-Care Practices
After identifying their perceived levels of preparedness concerning domains of practice
from their school, traineeship, and the use of self-care, participants were asked about their
overall preparation from school, traineeship, and use of self-care as these relate to their learning
in development for clinical work. All three research questions were addressed: What are MFT
trainees’ attitudes towards their academic training, traineeship, and use of self-care for clinical
practice post-graduation?
Summary statistics were calculated for the participants’ perceived levels of overall
preparedness from school, clinical traineeship and use of self-care practices (1 = Not at All, 2 =
minimally, 3 = moderately, 4 = sufficiently, 5 = quite well, 6 = very well). Overall, participants
reported feeling sufficiently prepared to quite well prepared by their school, traineeship, and use
of self-care practices (see Table 8).

PREPAREDNESS AMONG MFT TRAINEES 56

Table 8
Summary Statistics Table for Overall Preparedness
Factors of Influence

n M

SD

Preparation from School

174 4.55

1.19

Preparation from Traineeship

174 4.88

1.04

Preparation from Self-Care

174 4.33

1.21

Post Hoc Analyses
Post hoc analyses were conducted to determine whether there were meaningful
differences in of preparedness from school, traineeship and use of self-care practices by age (30
and younger and that of 31 and older), gender (males versus females), graduation date (2016 and
earlier and 2017 and later), school, and ethnicity (White, Hispanic/Latino, Asian, Black o
African-American, Native Hawaiian or Other Pacific Islander, two or more races, or other).
Results of 3 separate ANOVA analyses revealed that the only significant difference found was in
the use of self-care practices by ethnicity (F(9, 429) = 2.58, p = .007. Tukey pairwise
comparisons were conducted for White MFT students reporting greater self-care practices than
Asian MFT students, p = .004. The means and standard deviations are presented in Table 9.
Table 9
Mean, Standard Deviation, and Sample Size for the Use of Self-Care Practices by Ethnicity
Ethnicity

n M

SD

White

72 4.60

0.93

Hispanic/Latino

46 4.30

1.33

Asian

19 3.58

1.30

Black or African American

10 4.10

1.45

PREPAREDNESS AMONG MFT TRAINEES 57

CHAPTER FIVE: CONCLUSION
At the core of all MFT programs is helping students develop skills to engage in therapy
with couples, family, and children. The mission of MFT graduate programs is to train ethical
clinicians to foster the well-being of individuals, couples, families, and children through
improving relationships. This training involves a focus on respect and understanding of the
diversity of human relationships across multicultural and socioeconomic backgrounds (American
Association for Marriage and Family Therapy, 2018). Students are inspired to develop a mature
personal and professional identity, remaining current with expert knowledge and practice, and
make a positive difference for clients and society.
The purpose of this study was to understand better, how prepared MFT trainees feel at the
end of their graduate school experience. Toward that end, 200 MFT trainees from 16 different
schools completed the survey regarding their experiences and how well prepared they felt in
domains of practice. They were also asked how frequently they practiced different areas of self-
care and how well their school, traineeship, and use of self-care practices prepared them for
future career goals. The results of this study can help universities and practicum sites to improve
their training practice. They can identify what areas MFT trainees feel the most prepared and
least prepared. The findings can also shed light into the current self-care practices of MFT
trainees and how they are balancing school, traineeship, and their personal lives. It can offer
feedback as to how graduate students care for themselves and what areas of self-care they may
need help utilizing. The results demonstrate the need of trainees to seek more support and
encouragement from their universities and practicum supervisors. In this chapter, I discuss
domains of practice, the main findings, and review how participants felt about their preparation
PREPAREDNESS AMONG MFT TRAINEES 58

from school, traineeship, and use of self-care practices. The chapter ends with a presentation of
implications for practice and recommendations for future studies.
Domains of Practice
Before examining MFT trainees’ perceived levels of preparedness, it is important to
understand the work they engage in while in a traineeship. When asked what was the most
common presenting problem in practice, participants identified communication skills, anxiety,
depression, self-esteem, and academic issues as the most common response. For universities,
this is an important finding because it helps to guide curriculum development. Understanding
what the typical caseload looks like can shape how students learn to treat clients with these
symptoms. Since students in a clinical counseling graduate program are taught to identify, assess
and treat client’s symptoms, graduate programs can create a stronger focus on addressing
communication, depression, and anxiety. For traineeship sites, this is an important finding
because they also help trainees to identify and assess the severity of and treat a person’s
symptoms and specific needs. Supervisors help trainees to monitor clients’ progress and
collaborate with other staff members on treatment plans and referrals. Distinguishing what the
most common problems facing clients, trainees and other clinical staff can better prepare and be
proactive in treatment. Piercy et al. (2016) explored the most meaningful and least meaningful
experiences in marital and family education and identified the practice of implementing theory
and what was learned in the classroom into the practice with clients. Additional studies highlight
the importance of applying classroom learning into clinical practice (D’Aniello & Hertlein,
2017; D’Aniello & Perkins, 2016; Fife, D'Aniello, Scott, & Sullivan, 2018; Gehart, 2011).
When participants were asked to explore domains of practice, the specific method that
trainees reported to be most prepared for was practical skills. This identification is a significant
PREPAREDNESS AMONG MFT TRAINEES 59

finding for both universities and practicum sites because it highlights what area students are
experiencing the most significant learning. Nelson et al. (2007) identify practical skills as part of
the core competencies for the practice of MFT. Practical skills include providing empathy,
demonstrating listening skills, providing social and communication skills, setting appropriate
boundaries, and critical thinking skills regarding client treatment. Practical skills are taught
within the various courses in an MFT program and are embedded in orientation and supervision
practices within the traineeship. Gehart (2011) identified practical skills building as a core
competency in MFT curricula and a vital component in evaluating outcomes of treatment.
Every MFT graduate program includes courses on the counseling process, specifically
working with children and families, but training in being a community liaison is not directly
listed within any specific course description. Stanford (2017) discusses the importance of
identifying community mental health resources as part of wrap-around services in building
independence and a support network for clients and defines a gap in the training process to
develop these skills. In addition, Gehart (2011), in discussing some of the differences between
mental health disciplines and core competencies, identified MFT programs as more focused on
relationships and direct counseling practices versus social work programs that place a higher
emphasis on social services within a community. Being a community liaison may not have been
ranked as high based on the lack of training on this domain.
Discussion of Main Findings
The findings from this study provided sufficient information to answer the three research
questions and highlighted the importance of self-care practices. Data revealed that over 50% of
the participants reported feeling quite well prepared form their school and traineeship. This
finding confirms that universities and training sites are appropriately preparing clinicians and
PREPAREDNESS AMONG MFT TRAINEES 60

giving them a sound foundation for future clinical work post-graduation. In terms of self-care
practices, over 50% of participants reported frequent use as a means of preparation. This finding
is valuable information to know and understand that graduate students are placing a priority on
their mental health and need for self-care. Moreover, MFT trainees reported being positively
prepared overall for their careers.
Research Question #1
Concerning the first research question, the most frequent response for preparation from
school was an average score of 4.55, sufficiently to quite well prepared. The majority of the
participants felt well prepared by their universities to engage in clinical work. This finding
highlights that university curriculums are aligning with current practice and students are feeling
competent to engage in the clinical work. The finding supports positive preparation in how
universities are structuring training and learning. Hines (1996) conducted a similar study on
MFT graduate students in a doctoral program on their perceptions of preparedness. Participants
in his study considered themselves sufficiently to quite well prepared to perform the basic skills
for marital and couple therapy, family therapy, and individual therapy.
Sanchez (2014) explored graduate student perceptions of clinical preparedness as a
mental health clinician. Data revealed that most students felt that universities laid an excellent
foundation for developing confidence as a clinician and providing the skills necessary for today’s
job market. Rummell (2015) examined graduate student satisfaction with their education in
preparation for jobs in the field of mental health. Her data revealed a direct connection between
students who practiced self-care and who maintained good physical health with higher rates of
satisfaction with their education. The more frequent the practice of self-care lead to better
PREPAREDNESS AMONG MFT TRAINEES 61

physical health, which lead to greater satisfaction. The less frequent self-care was practiced,
physical health suffered and less satisfaction with education.
Research Question #2
The most frequent response for preparation from traineeship was an average of 4.88,
meaning sufficiently to quite well prepared. This finding is valuable because it highlights that
trainees feel slightly more prepared from their clinical traineeship versus school preparation.
Since a traineeship is experiential, it provides graduate students the opportunity to put into
practice what they have learned in school. This finding also confirms that trainees are finding
their clinical experience valuable and sufficient for their future practice. Trainees reported
feeling sufficiently prepared by their training site in all domains of practice. This finding
highlights the appreciation trainees have with their training model and supervision practices.
Cooper-Haber and Haber (2015) examined the trainee’s experience in practicum and found that a
traineeship can serve a variety of purposes. A traineeship provides a learning process that
creates excitement, collaboration, competency, and a mentoring relationship. D’Aniello (2015)
identified common factors for MFT trainees reporting satisfaction with their clinical training.
She found that MFT trainees who felt supported by their supervisors in that they received a clear
roadmap on how to get started and how to seek help were more likely to report higher degrees of
satisfaction from their clinical training.
Working in a charter school setting, MFT trainees had direct access to their clients
beyond just the hour of therapy. Cooper-Haber and Haber (2015) found that working in a school
setting incorporates a systems approach widely taught in MFT programs. Trainees working in a
charter school setting are prepared to work systemically, fostering their skills in working with
PREPAREDNESS AMONG MFT TRAINEES 62

families and the school to best support students. They work within a team and engage in
multiple systems for the benefit of the student.
Trainees are expected to perform specific duties as part of their clinical practice. These
duties are clinical mental health services, practical skills, crisis intervention, being a community
liaison, and providing counseling. Clinical mental health services focus on wellness and
decreasing distress, dysfunction and mental illness, and on helping clients function mentally,
spiritually and physically. Klima (2018) reviewed nine schools with school-based mental health
services and supported the hypothesis that clinical mental health services in schools lead to
certain emotional and behavioral improvements as well as improvements in academic
performance.
Research Question #3
For the use of self-care practices, the most frequent response was an average score of
4.33, meaning sufficiently to quite well prepared. This finding suggests that trainees find
particular benefit in self-care and are willing to make it part of their routine. This outcome also
speaks to the importance of universities and training sites to encourage daily practice of self-
care. Some MFT trainees may not know how to care for themselves sufficiently during their
academic and traineeship year. Wise, Hersh, and Gibson (2012) studied ethics, well-being, and
self-care in professionals in the mental health field and found that many therapists neglect to
create a sense of balance between the care they provide for clients and the care they provide for
themselves. Norcross and Guy (2007) found that some clinicians view self-care as a type of
luxury instead of a necessity in the profession, and some perceived self-care as a selfish act.
They also found some clinicians identified self-care as a type of chore that should be done but is
put off for the sake of other tasks. Other studies found that people in the mental health field feel
PREPAREDNESS AMONG MFT TRAINEES 63

that they are less vulnerable to feeling stressed because of their education, training, and
experience in helping clients manage their impairment and distress (Barnett, 2008; Norcross &
Barnett, 2008.)
The most frequent response in the type of self-care used was emotional self-care. This
discovery is valuable because it distinguishes which kind of self-care is most applied. This
included items such as spending time with others whose company you enjoy; staying in contact
with important people in your life; praising yourself; identifying comforting activities, objects,
people, relationships, places and seeking them out; finding things that make you laugh; and
expressing your outrage in social action, letters and donations, marches, protests. These items
were some of the most accessible tasks on the survey. Emotional self-care activities are also
related to relationship building, promoting healthy relationships, enhancing well-being and
gaining a better understanding of self through the promotion of positive affect, which has been
identified as reasons why students enter an MFT program (Chen, Austin, & Hughes, 2018).
The activities identified in emotional self-care are also similar to suggested interventions
that MFT trainees are encouraged to promote with their clients for empowerment, self-healing
and managing self-regulation. Managing emotional regulation through self-care is the focus of
many therapeutic treatments (Richards, Campenni, & Muse-Burke, 2010). Some of the tasks
listed can also be easily accomplished through the use of social media, like Facebook and
Instagram, which are massively popular among our MFT Trainees. Since the most frequent age
grouping of those participating in the survey was 20 to 30, the values, beliefs, and way in which
this group responds to stress and burnout may vary from those of other generations (Chou,
2012). Chou (2012) argued that individuals at this age who had high self-esteem and confidence
often responded to situations using a different approach than other generations; they are more
PREPAREDNESS AMONG MFT TRAINEES 64

verbal and expressing of their emotions and opinions. Trzesniewski and Donnellan (2010) found
that this age group demonstrated a higher internal locus of control than previous generations. As
a result, the majority of participants are more likely to think of burnout and experiences of stress
as harmful and are most likely to seek immediate solutions to resolve the issue (Lu & Gorsuy,
2013).
In the post hoc analysis, a significant finding was the difference in the perceived level of
preparedness from the use of self-care between MFT trainees who identified as White and those
who identified as Asian. Trainees who identified as White reported more frequent use of self-
care practices. This is a valuable finding because it highlights the critical connection between
ethnicity and self-care. It emphasizes a fundamental difference in self-care management and
various ethnic groups. It sends a clear message to universities and practicum sites to support and
encourage self-care among Asian trainees. Current curriculum and training on self-care may not
be sufficient enough to affect the population of Asian trainees positively. Changes to self-care
instruction and modeling are needed.
Nwasuruba, Khan, and Egede (2007) studied the racial and ethnic difference in self-care
behaviors. Results identified key differences between Whites and Non-Whites, with White
participants engaging in more self-care behaviors like physical activity. Bembenutty (2007)
studied gender and ethnic differences among college students. Outcomes from this study
highlight that students’ motivation, learning, and self-regulatory behaviors were dependent on
gender and ethnicity. Caucasian students reported the highest in self-efficacy. Korean
participants in the study had challenges with self-regulation. Ethnicity has continued to play an
essential role in clinical mental health services, affecting the incidence and course of mental
health problems as well as help-seeking behaviors and receiving care (Adetimole, Afuape, &
PREPAREDNESS AMONG MFT TRAINEES 65

Vara, 2005; Bhui & McKenzie, 2008; Fitzpatrick, Kumar, Nkansa-Dwamena, & Thorne, 2014).
Differences in ethnicity can influence mental health care in accessing services, language barriers,
cultural beliefs and attitudes, and socio-economic factors (Fitzpatrick et al., 2014).
Courtenay, McCreary, and Merighi, (2002) explored gender and ethnic difference in
health beliefs and behaviors. Their results indicated that the health beliefs and behaviors of
Asian Americans were poorer than all other ethnic groups, which are based upon the low
utilization of health services and self-care. So (2017) studied cultural influences in therapists
from East Asia and the United States and found that Asian participants noted a cultural stigma to
self-care. Therapists from North America and Europe reported a higher value for self-care
versus East Asian therapists who felt as if supervisors that were difficult, confusing, and
awkward pushed self-care upon them. In addition, Asian therapists who strictly adhere to more
traditional Asian cultural values showed no need to receive professional help for mental health
needs and believed taking care of oneself psychologically was considered shameful and a loss of
face (So, 2017).
Further studies illustrate the concept of culturally based shame and stigma with admitting
problems and seeking psychological, emotional, professional help when in psychological distress
(Leong & Lau, 2001; Yang, Phelan, & Link, 2008). Zane and Yeh (2002) attribute this tendency
to a belief that Asians view professionals as experts whose social character and social integrity
are maintained without the need for self-help. Therefore, the Asian trainees may feel as though
they do not need to practice self-care or do not feel comfortable reporting that they use self-care
interventions.
There are also culturally based values that dictate norms for emotional management and
communication that can influence Asian Americans’ avoidance to discuss personal problems
PREPAREDNESS AMONG MFT TRAINEES 66

outside of the family, such as collectivistic values that maintain privacy within immediate and
extended family members (Leong & Lau, 2001) as well as discourage individuals placing their
own goals before the needs of the family (Sue & Sue, 2012). This behavior is in contrast with the
traditional Western approach in psychotherapy that emphasizes one’s individual goals. The
degree of acculturation to Western values and one’s culture ultimately plays a role in caring for
one’s mental health (Chen & Danish, 2010; Fung & Wong, 2007; Tata & Leong, 1994). Asian
American trainees engaging in a collectivist practice may have less downtime to focus on their
needs. This conflict between Asian cultures and American cultures, emotional self-control
versus being emotionally expressive, may explain why Asian Americans are less likely to seek
psychological support, underutilize clinical mental health services or maintain self-care practices
(Abe-Kim et al., 2007). Aside from the cultural stigmas, a lack of cultural awareness or
education on mental health, a lack of culturally competent service providers, and a lack of
physical and economic access to mental health care play a role in Asian Americans valuing self-
care and engaging in self-care practices.
Implications for Practice
The purpose of this study was to examine the perceived levels of preparedness among
MFT trainees regarding their academic, traineeship, and self-care experience. The findings in
this study have several implications for graduate school programs and the clinical and
educational training of MFT candidates in a traineeship. First, raising awareness of potential
gaps in perceptions of preparedness will promote a shared understanding of best practices and
ultimately improve quality of care to clients. One such best method is role modeling for training
purposes. Sori et al. (2015) conducted a meta-analysis of graduate students working with
children and families. A key finding was the importance of hands-on training methods. In a
PREPAREDNESS AMONG MFT TRAINEES 67

study by Sori and Sprenkle (2004), graduate students learned by doing activities, engaging in
their training and first-hand knowledge of how clients would experience interventions. Hands-
on training was vital in promoting learning, increasing comfort and building confidence.
Collaboration in training practices is a significant implication. While MFT trainees are
consumers of their academic and traineeship experience, the benefits of collaborative training
might increase engagement and more satisfaction, leading to increased levels of preparedness.
Caroff (1977) was able to collaborate with educators, agencies, and students to improve the
curriculum in a social work graduate program. The committee's experience speaks to the reality
of productive and effective collaboration for curriculum change.
Splett, Reflections, Maras, Gibson, and Ball (2011) studied interdisciplinary
collaboration and school mental health services. There was collaboration among graduate
students and faculty working to develop a curriculum of problem-based learning that promoted
multidisciplinary cooperation. They examined key categories that included participants learning
more about their own and others' disciplinary perspectives, interdisciplinary collaboration
training methods, and challenges and outcomes connected with multidisciplinary collaboration.
Their findings suggest that a collaborative curriculum development process can be a useful
model for improving interdisciplinary collaboration between school mental health practitioners.
In addition, DeSimone and Roberts (2016) found that educational leadership and school
counseling students were very open to opportunities to collaborate and learn alongside each
other.
Another recommendation for faculty and clinical supervisors is to engage in self-care and
in being a community liaison and model this to students and trainees. Additionally, mentors
should participate in discussions regarding stress and health with trainees. More seasoned
PREPAREDNESS AMONG MFT TRAINEES 68

trainees, recent graduates, or faculty/supervisors should provide psychoeducational seminars and
materials on stress management to current trainees, as peer and trainer support eases tensions and
stress levels (Simpson et al., 2018). Trainees should be surveyed on their needs and how to
improve practice. Grubbs (2015) recommends surveying counselors as a way to gather
consistent feedback on graduate training programs. Opportunities should be created to use self-
care at school and traineeship, as Simpson et al. (2018) studied burnout among mental health
clinicians and found that most participants felt they did not have enough time and energy to
engage in self-care practices. Furthermore, trainee support group formation should be
encouraged given that Rummell (2015) found that psychology graduate students managed their
workload and health better and had greater program satisfaction when they collaborated with
professors, supervisors, and peers.
Other considerations include domains of practice. The field of practice that trainees felt
the least prepared was being a community liaison. This finding may suggest that MFT trainees
may not be competent in this domain and highlights the importance of reviewing curriculum
design and increasing training in this area for educators and clinical training sites. The AAMFT
(2018) established core competencies, but being a community liaison is not among them.
Graduate programs and traineeships can better evaluate their programs and identify where
training in being a community liaison can be improved as well as other areas where trainees feel
less prepared. Providing trainees an explanation and description of being a community liaison as
well as teaching them how to connect to resources and their benefit to clients could have a
positive effect on practice. Russell (2013) highlighted the critical role supervisors have in role
modeling the behavior they would like to see in their supervisees. Academic institutions and
clinical training programs, including the one in this study, should explore the concept of formal
PREPAREDNESS AMONG MFT TRAINEES 69

training on being a community liaison as part of MFT candidates’ introduction to their position
and roles. It would be helpful if the training included the specific benefits of these practices,
particularly during the traineeship process as well as in the overall professional development of
MFT clinicians. Further study of community resource building and community activism for
MFT trainees would be significant. In this digital age, all trainees and MFTs should feel more
comfortable accessing and directing clients to access available services.
Additionally, it is important to understand the areas of practice in which trainees need
more instruction. Aside from incorporating more training on being a community liaison,
graduate programs and traineeships could benefit from an emphasis on self-care practices.
Colman et al. (2016) found that 80% of graduate students in professional psychology programs
who engaged in self-care activities showed better outcomes than the average graduate student
and that self-care activities significantly reduced their levels of stress. Other studies that focused
on self-care while in training support self-care practices as a means by which to reduce stress
(Bamonti et al., 2014; Barnett & Cooper, 2009; Barnett, Baker, Elman, & Schoener, 2007;
Elman & Forrest, 2007; Norcross & Guy, 2007). Rummell (2015) found that self-care could
change students’ outlook and help them develop a more positive view of themselves and their
situations. Given the multiple demands and expectations of graduate school, self-care can
alleviate this stress to a certain degree and help students manage their stress with therapeutic
tools (Bamonti et al., 2014).
Moreover, it is vital that schools and traineeship supervisors provide a transparent
explanation/review of the different types of self-care practices to avoid ambiguity in practice and
understanding of the use of self-care practices. While MFT candidates still utilized self-care
practices, the full potential to benefit from these practices may be hindered by ambiguity. The
PREPAREDNESS AMONG MFT TRAINEES 70

advantages of using self-care are diluted when the benefits are unclear (Russell, 2013). Self-care
needs to become more of a focus in the training of an MFT.
These significant implications regarding preparedness extend past a trainees’ learning
experience. It ultimately affects the most vulnerable population, the clients in treatment. Lack
of self-care and lack of personal self-reflection by the therapist can lead to mistakes, errors in
practice, burnout, and exhaustion (Bamonti et al., 2014; Leung, 2007; Leong and Lau, 2001;
Rummell, 2015). Leung (2007) studied practitioners and their ability to reflect on their mental
status and skills. The study acknowledged that practitioners who were not able to care for
themselves and their work made more mistakes with reviewing files and treatment. Pakenham
(2015) looked at elevated stress and the negative impact on well-being and performance. Results
from the study discovered that practitioners who do not maintain self-care, make themselves
vulnerable to impaired professional competence. It is imperative that universities and training
sites offer self-care orientation, providing explicit self-care instruction and personal application.
Norcross and Guy (2007) identify a potential practice to address this concern as
providing routine opportunities for MFT candidates to discuss their self-care practices and
focusing on the benefits these can have on clinical practice. They found that emphasizing the
methods used and exploring alternative self-care practices can improve direct client work and
develop skills that can continue throughout a therapist’s career. Williams and Grudnoff (2011)
found that many clinicians lacked the specific tools for self-care practices, but, with the help of
supervisors, beginning therapists can develop the right tools and methods to assist them in their
learning process. Recommendations for practice include clinicians seeking to develop their own
process for self-care that includes all types of self-care: psychological, emotional, professional
and physical. This continuous use of self-care practices can lead to automaticity over time,
PREPAREDNESS AMONG MFT TRAINEES 71

which will ensure that the self-care practices remain intact well past the traineeship year. Further
research is needed to identify the most effective strategies for teaching self-care to MFT trainees.
Cultural Context in Self-Care
A key finding in the post hoc analysis discovered a significant difference in the use of
self-care practices among White versus Asian trainees. This finding brings up several
implications for education and training. Graduate programs and training sites play an essential
role in setting up trainees for success in their clinical practice. Both educators and supervisors
can boost use of self-care practices among all their trainees but specifically their Asian students
by promoting the importance and effectiveness of self-care practices, providing opportunities for
students to examine their own beliefs about self-care, and encourage feedback.
There are a variety of studies on the mental health of Asian Americans (Bembenutty,
2007; Fang, 2018; Huey & Tilley, 2018; Jang, Yoon, Park, Rhee, & Chiriboga, 2018; Leong &
Lau, 2001; Leung, 2007; Park, Choi, Park, & Wenzel, 2018). Asians are becoming one of the
largest ethnic groups in the United States (Park, Choi, Park & Wenzel, 2018). However, this
ethnic group greatly underutilizes mental health services when needed (Jang, Yoon, Park, Rhee,
&Chiriboga, 2019). Despite the influence of literature on the importance of mental health and
self-care, there are barriers in acculturation, acculturative stress, self-efficacy, activation and
beliefs about self-care that interfere with Asian Americans seeking help (Ea, Colbert, Turk, &
Dickson, 2018). There is a need for further research to identify culturally tailored interventions
that could enhance self-efficacy and self-care among Asian American trainees. Educators and
supervisors need to develop a better understanding of the cultural context among their trainees
and recognize limitations in resources such as time and finances as well as their engagement in
self-care.
PREPAREDNESS AMONG MFT TRAINEES 72

Limitations of the Study
There were three general limitations to this study. The first limitation is that the sample
for this study came from the same traineeship. This methodology resulted in essential data from
the participants but decreased generalizability of the findings. All of the MFT candidate
participants were assessing just their traineeship clinical experience within their master’s
program. As such, the conclusions can only represent that segment of a therapist’s career.
The second limitation is that, although data were collected from participants from
different universities and placed at various school sites, all school sites were still a part of the
same organization of charter schools. This organization and structure puts limitations on the
amount of variability in training opportunities that participants could receive. All training was
directly related to work with children and families. Therefore, the findings of this study may not
necessarily be representative of all MFT candidates in the traineeship process.
Lastly, all of the MFT candidate participants were from similar program specializing in
marital and family therapy, therefore limiting the generalizability for other cohorts, programs of
study, degrees, or training institutions. Based on these limitations, the following
recommendations were suggested for additional research.
Recommendations for Future Studies
Several recommendations for future research emerged from the findings of this study.
Based on the limitations of the study, there is a gap in research in terms of MFT candidates who
completed their traineeship at a charter school organization and those who completed their
traineeship at other types of institutions. One direction for future studies is to examine how well
prepared MFT candidates working at different types of agencies feel about their preparation and
PREPAREDNESS AMONG MFT TRAINEES 73

training. Another course for future studies is to consider how well prepared MFT candidates
working at different types of school settings feel about their preparation and practice.
Further research on the differences in training experiences may help university program
leaders to understand better where they need to support their students in preparation for their
traineeship. Most of the MFT trainees felt prepared for their domains of practice but felt less
prepared as community liaisons, which leads to the need for additional research on what aspects
of the traineeship experience supports a greater sense of preparedness. Different graduate
programs and different traineeship experience may contribute to feeling better-prepared (Aniello
& Hertlein, 2017). Additionally, further research is needed to identify whether being a
community liaison and self-care practices commonly rank low across all training sites. It may
also be beneficial to examine the different types of trainings MFT students encounter and
practice at their perspective educational institutions. In Goodman‐Scott’s (2015) study on
preparedness from academics and job activities, self-care for personal problems ranked highest
as an essential factor for both academic preparation and actual job activities.
Further research on best practices of specific skills such as being a community liaison and
self-care among clinicians would be essential to share among universities and training sites.
Additionally, further research of MFT candidates’ development of these practices would be also
beneficial for future knowledge. Similarly, the examination of these practices among professors
and clinical supervisors would add to the current knowledge base. Fitzgerald, Leahy, Kang,
Chan, and Bezyak (2017) looked at leadership practices related to perceived preparedness for
clinical practice and found that modeling of roles and expectations by leaders and supervisors
lead to higher reports of readiness.
PREPAREDNESS AMONG MFT TRAINEES 74

Furthermore, while this study briefly examined the perceptions of preparedness among
MFT candidates, more in-depth research on perceptions of preparedness among other
professionals in the mental health field may be beneficial. It is vital for those who are in the
helping professions to feel confident and competent.
Conclusion
Anyone considering a career in MFT will typically apply to a graduate school program
and will eventually select a traineeship to complete their clinical experience. Graduate school
programs and traineeships are diverse, and universities vary in terms of the type of programs
offered, length of program and credentialing. Traineeships can vary in terms of population
serviced, services provided, and modalities utilized. How prepared a graduate student feels at
the culmination of their education and traineeship may differ significantly from one institution to
another and from one traineeship to another. Assessing this preparedness was the focus of this
study. Overall, participants in this study felt that their universities and traineeship prepared them
well. There is validation to university programs and the traineeship selected for this study that
trainees are feeling prepared for future clinical work. Training programs and schools coming
together to create opportunities for MFT trainees to develop their skills further will result in
more sensitive, mature, and systemic therapists. It is hoped that, by using the data from this
study, more MFT trainees will be trained to function as necessary and active members in the
field of mental health.
Graduate students felt most prepared in practical skills, which aligns to the core
competencies set forth by the AAMFT. Most trainees reported using self-care practices,
especially emotional self-care techniques. Given the field of MFT is focused on processing
PREPAREDNESS AMONG MFT TRAINEES 75

emotions and relationships; it is fitting that trainees would feel the most comfortable with this
type of self-care.
Lastly, the study provided some clarification regarding the perceptions of preparedness
among a small community of MFT candidates. It highlighted where universities and traineeships
might fall short in terms of preparedness. Participants reported feeling less prepared in being a
community liaison, which emphasizes the importance of strengthening training focused on this
practice. There should be future studies on trainee feedback on education and training to
improve overall preparation for clinicians entering the field. More research on preparedness
would benefit mental health clinicians’ development and their future work, and graduate students
need to be prepared for both professional best practices and the realities of the field. With
strengthened academic and traineeship preparation, MFT trainees will be better able to meet their
clients’ needs as well as their own.

PREPAREDNESS AMONG MFT TRAINEES 76

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PREPAREDNESS AMONG MFT TRAINEES 100

APPENDIX A
Participant Handout
Dear MFT candidate,
Thank you for your interest in participating in a research study conducted by the USC
Rossier School of Education. You have been selected based on your participation in the PUC
Clinical Counseling Program. Your participation is completely voluntary. Review of the
following data will not be evaluative in any way.
The purpose of the study is to identify the perceptions of preparedness among MFT
trainees regarding their academic instruction, clinical traineeship and use of self-regulatory
practices. This information will help us acquire information of how well prepared MFT trainees
feel to enter their career paths and future clinical work post-graduation.
Data collection for the study will include the following: An online survey
You will not benefit directly from participation in the research study, but you will be
contributing to the body of literature related to preparedness of MFT candidates.
The results will be reported without names or any identifying information: all
information that is obtained in connection with this study will remain confidential. All data will
be stored in a password protected electronic file.
Your participation will be considered your consent for inclusion in the study.
For further information or questions please feel free to contact:
Christine Sartiaguda, LMFT
Ed.D. Candidate 2019
Rossier School of Education
sartiagu@usc.edu
(818) 795-5069
Thank you very much!

PREPAREDNESS AMONG MFT TRAINEES 101

APPENDIX B
Demographic Information
Q1
Age
________________________________________________________________

Q2 Sex/Gender
o Male (1)
o Female (2)
o Other (3)

Q3 Year in which you obtained your MFT degree?
________________________________________________________________

PREPAREDNESS AMONG MFT TRAINEES 102

Q4 The school where you obtained your MFT degree?
o Alliant University (1)
o Antioch (2)
o Argosy (3)
o Azusa (4)
o CAL State Dominguez Hills (5)
o CAL State LA (6)
o CSUN (7)
o Chicago School of Professional Psychology (8)
o Fuller (9)
o LMU (10)
o Loma Linda University (11)
o Mount St. Mary's (12)
o Notre Dame de Namur University (13)
o Pacific Oaks (14)
o Pepperdine (15)
o Phoenix University (16)
o Touro (17)
o University of the West (18)
o USC (19)
o Other (20)

PREPAREDNESS AMONG MFT TRAINEES 103

Q5 Race/Ethnicity
o American Indian or Alaska Native (1)
o Asian (2)
o Black or African American (3)
o Hispanic/Latino (4)
o Native Hawaiian or Other Pacific Islander (5)
o White (6)
o Two or More Races (7)
o Other (8)

Q6 Career Choice/Aspiration:
________________________________________________________________

PREPAREDNESS AMONG MFT TRAINEES 104

APPENDIX C
Draft: MFT Perceptions About Their Academic Preparation, Clinical Traineeship and Self-Care
Practices Survey
Q7 How often have you encountered these presenting problems in your work as an MFT
Trainee? Please mark the appropriate frequency level
PREPAREDNESS AMONG MFT TRAINEES 105

Never
(1)
Rarely
(2)
Occasionally
(3)
Frequently
(4)
Very
Frequently
(5)
Alcoholism/Substance/Drug
Abuse (1)
o o o o o
Parent-Child
Conflict/Domestic Violence
(2)
o o o o o
Eating Disorders/Body
Issues (3)
o o o o o
Communication Skills (4)
o o o o o
Couple Problems (5)
o o o o o
Isolation/loneliness (6)
o o o o o
Incest/Sexual Abuse (7)
o o o o o
Domestic Violence (8)
o o o o o
Individual Growth Issues
(9)
o o o o o
Depression (10)
o o o o o
Anxiety (11)
o o o o o
Behavioral Disorders (12)
o o o o o
Gang Related (13)
o o o o o
Schizophrenia/Other Major
Mental Illness (14)
o o o o o
Step-family Adjustment
(15)
o o o o o
PREPAREDNESS AMONG MFT TRAINEES 106

Suicidal/Homicidal
Thoughts or Self-Injury
(16)
o o o o o
Divorce/Mediation/Custody
(17)
o o o o o
Finance/Money (18)
o o o o o
Gender Issues (19)
o o o o o
Spirituality/Religion (20)
o o o o o
Bullying (21)
o o o o o
Self-Injury (22)
o o o o o
Academic Issues (23)
o o o o o
Anger
Management/Impulse
Control (24)
o o o o o
Sexual Acting
Out/Pregnancy (25)
o o o o o
Self-Esteem (26)
o o o o o
Trauma (27)
o o o o o
Legal Problems (28)
o o o o o
Poor Socialization Skills
(29)
o o o o o
Grief and
Loss/Bereavement (30)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 107

Q8
Please indicate the level of preparedness to:
Provide mental health treatment to students experiencing anxiety disorders

not prepared
(1)
slightly
prepared (6)
moderately
prepared (2)
well
prepared (3)
extremely
well
prepared (4)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q9 Please indicate the level of preparedness to:
Provide mental health treatment to students experiencing depressive disorders

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 108

Q10 Please indicate the level of preparedness to:
Provide mental health treatment to students experiencing sleep disorders

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q11 Please indicate the level of preparedness to:
Provide mental health treatment to students experiencing suicidal issues

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q12 Please indicate the level of preparedness to:
Provide mental health treatment to students experiencing an eating disorder

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 109

Q13 Please indicate the level of preparedness to:
Provide clinical mental health services in schools

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q14 Please indicate the level of preparedness to:
Provide mental health treatment to students experiencing attention-deficit and disruptive
behavior disorders

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q15 Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing sexual trauma

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 110

Q16 Please indicate the level of preparedness to:
Use DSM-V information in working with students

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q17 Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing substance abuse and
dependence

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 111

Q18 Please indicate the level of preparedness to:
Provide counseling or interventions to students regarding HIV/AIDS

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q19 Please indicate the level of preparedness to:
Conduct psychosocial assessments

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q20 Please indicate the level of preparedness to:
Work with seriously emotionally disturbed students

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 112

Q21 Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing gender orientation issues

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q22 Please indicate the level of preparedness to:
Provide individualistic focused intense interventions for at-risk students

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q23
Please indicate the level of preparedness to:
Help students to feel good about themselves

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 113

Q24
Please indicate the level of preparedness to:
Build trusting relationships and alliances with students

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q25
Please indicate the level of preparedness to:
Provide emotional support for students

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 114

Q26
Please indicate the level of preparedness to:
Employ empathy to help students feel that they can trust you

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q27
Please indicate the level of preparedness to:
Validate student experiences, thoughts, and feelings

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
4=well
prepared (4)
5=extremely
well prepared
(5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 115

Q28
Please indicate the level of preparedness to:
Point out student successes in order to increase their self-confidence

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q29
Please indicate the level of preparedness to:
Work with a nonjudgmental attitude towards students

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 116

Q30
Please indicate the level of preparedness to:
Advocate on behalf of students

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q31
Please indicate the level of preparedness to:
Teach students specific skills to deal with certain problems

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q32
Please indicate the level of preparedness to:
PREPAREDNESS AMONG MFT TRAINEES 117

Demonstrate to students how to express their thoughts and feelings more effectively to
others

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q33
Please indicate the level of preparedness to:
Teach communication skills to students

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 118

Q34
Please indicate the level of preparedness to:
Teach students skills to manage their own stress

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q35
Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing problems related to abuse or
neglect

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 119

Q36
Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing emotional abuse

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q37
Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing physical abuse

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 120

Q38
Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing violence and poverty

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q39
Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing difficult family
issues/dynamics

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 121

Q40
Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing grief and loss

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o
Q41
Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing violent behaviors

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q42
Please indicate the level of preparedness to:
Provide crisis interventions

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 122

Q43
Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing school failure

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q44
Please indicate the level of preparedness to:
Provide counseling or interventions to students experiencing pregnancy issues

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 123

Q45
Please indicate the level of preparedness to:
Conduct community outreach

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q46
Please indicate the level of preparedness to:
Make referrals to other services

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 124

Q47
Please indicate the level of preparedness to:
Serve as home-school-community liaison

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q48
Please indicate the level of preparedness to:
Mobilize interest groups in the community to improve social/environmental conditions

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 125

Q49
Please indicate the level of preparedness to:
Provide family counseling

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q50
Please indicate the level of preparedness to:
Analyze social problems and policies relevant to student problems

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 126

Q51
Please indicate the level of preparedness to:
Help students to analyze how environmental factors affect their problems

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

Q52
Please indicate the level of preparedness to:
Provide individual counseling

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 127

Q53
Please indicate the level of preparedness to:
Provide group counseling

not prepared
(1)
slightly
prepared (2)
moderately
prepared (3)
well
prepared (4)
extremely
well
prepared (5)
From your
SCHOOL (1)
o o o o o
From your
CLINICAL
TRAINEESHIP
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 128

Q54
SELF-CARE ASSESSMENT WORKSHEET
Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Eat regularly
(1)
o o o o o
Eat Healthy
(2)
o o o o o
Exercise (3)
o o o o o
Get regular
medical care
for
prevention
(4)
o o o o o
Get medical
care when
needed (5)
o o o o o
Take time off
when needed
(6)
o o o o o
Get massages
(7)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 129

Q54
Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Dance, swim,
walk, run,
play sports,
sing, or do
some other
physical
activity that
is fun (8)
o o o o o
Take time to
be sexual -
with yourself,
with a partner
(9)
o o o o o
Get enough
sleep (10)
o o o o o
Wear clothes
you like (11)
o o o o o
Take
vacations
(12)
o o o o o
Take day
trips or mini-
vacations
(13)
o o o o o
Make time
away from
telephones
(14)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 130

Q55
Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Make time for
self-reflection
(1)
o o o o o
Have your
own personal
psychotherapy
(2)
o o o o o
Write in a
journal (3)
o o o o o
Read
literature that
is unrelated to
work (4)
o o o o o
Do something
at which you
are not an
expert or in
charge (5)
o o o o o
Decrease
stress in your
life (6)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 131

Q55
Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Let others
know different
aspects of you
(7)
o o o o o
Notice your
inner
experience -
listen to your
thoughts,
judgments,
beliefs,
attitudes, and
feelings (8)
o o o o o
Engage your
intelligence in
a new area (for
example: go to
an art
museum,
history exhibit,
sports event,
auction,
theater
performance
(9)
o o o o o
Practice
receiving from
others (10)
o o o o o
Be curious
(11)
o o o o o
Say "no" to
extra
responsibilities
sometimes
(12)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 132

Q56 Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Spend time
with others
whose
company you
enjoy (1)
o o o o o
Stay in
contact with
important
people in
your life (2)
o o o o o
Give yourself
affirmations,
praise
yourself (3)
o o o o o
Love yourself
(4)
o o o o o
Re-read
favorite
books, re-
view favorite
movies (5)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 133

Q56 Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Identify
comforting
activities,
objects,
people,
relationships,
places and
seek them out
(6)
o o o o o
Allow
yourself to
cry (7)
o o o o o
Find things
that make you
laugh (8)
o o o o o
Express your
outrage in
social action,
letter and
donations,
marches,
protests (9)
o o o o o
Play with
children (10)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 134

Q57 Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Make time
for reflection
(1)
o o o o o
Spend time
with nature
(2)
o o o o o
Find a
spiritual
connection or
community
(3)
o o o o o
Be open to
inspiration
(4)
o o o o o
Cherish your
optimism and
hope (5)
o o o o o
Be aware of
non-material
aspects of life
(6)
o o o o o
Try at times
not to be in
charge or the
expert (7)
o o o o o
Be open to
not knowing
(8)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 135

Q57 Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Identify what
is meaningful
to you and
notice its
place in your
life (9)
o o o o o
Meditate (10)
o o o o o
Pray (11)
o o o o o
Sing (12)
o o o o o
Spend time
with children
(13)
o o o o o
Have
experiences
of awe (14)
o o o o o
Contribute to
causes in
which you
believe (15)
o o o o o
Read
inspirational
literature
(talks, music,
etc.) (16)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 136

Q58 Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Take a break
during the
workday (e.g.
lunch) (1)
o o o o o
Take time to
chat with co-
workers (2)
o o o o o
Make quiet
time to
complete
tasks (3)
o o o o o
Identify
projects or
tasks that are
exciting and
rewarding (4)
o o o o o
Set limits
with your
clients and
colleagues
(5)
o o o o o
Balance your
caseload so
that no one
day or part of
a day is "too
much" (6)
o o o o o
Arrange your
workspace so
it is
comfortable
and
comforting
(7)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 137

Q58 Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Get regular
supervision
or
consultation
(8)
o o o o o
Negotiate for
your needs
(9)
o o o o o
Have a peer
support group
(10)
o o o o o
Develop a
non-trauma
area of
professional
interest (11)
o o o o o

Q59 Indicate your level of frequency with each self-care activity

It never
occurred to
me (1)
Never (2) Rarely (3)
Occasionally
(4)
Frequently
(5)
Strive for
balance
within your
work-life and
workday (1)
o o o o o
Strive for
balance
among work,
family,
relationships,
play and rest
(2)
o o o o o

PREPAREDNESS AMONG MFT TRAINEES 138

Q60 Please indicate the choice that best describes your views.

OVERALL PREPAREDNESS

1=Not at
all (1)
2 (2) 3 (3) 4 (4) 5 (5)
6=Very
Well (6)
How well do
you believe
your SCHOOL
prepared you
overall for your
work as an
MFT Trainee?
(1)
o o o o o o
How well do
you believe
your
CLINICAL
TRAINEESHIP
prepared you
overall for your
work as an
MFT Trainee?
(2)
o o o o o o
How well do
you believe
your USE OF
SELF-CARE
PRACTICES
prepared you
overall for your
work as an
MFT Trainee?
(3)
o o o o o o

End of Survey

Abstract (if available)

Abstract Graduate students in a Marital and Family Therapy (MFT) program must balance a variety of professional and personal responsibilities, navigate rigorous academic demands, and respond well to supervision and training in their practicum. How well are these graduate students prepared to handle the workload? In this descriptive study, there is an examination of preparedness. The study explores the perceptions of preparedness among 200 MFT trainees who completed their traineeship at a non-profit charter management organization. The study looks at career goals, focus of clinical treatment, domains of practice and use of self-care strategies. Responses from an online survey revealed that over 50% of respondents reported feeling quite well prepared by their school and traineeship. Over 50% of respondents also reported frequent use of self-care practices as a means of preparation to manage their academic and clinical workload. The highest reported preparation for domain of practice is practical skills. Being a community liaison was the lowest reported skill. The implications for practice based on the findings include an in-depth examination of training on how to be a community liaison. This training provides a greater sense of preparedness for future clinical work. More encouragement on the use of self-care practice was another finding, which would promote more consistency in treatment. Areas for further research were also identified.

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Asset Metadata

Creator Sartiaguda-Baker, Christine Adele (author)

Core Title Perceptions of preparedness among marital and family therapist trainees

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/29/2019

Defense Date 03/04/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag clinical supervision,graduate students,Marital and Family Therapy program,MFT,OAI-PMH Harvest,perceptions of preparedness,practicum,self-care,therapy in schools,trainees,traineeship

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Chung, Ruth (committee chair), Andres, Mary (committee member), Jauregui, Yolanda (committee member)

Creator Email gudabake@aol.com,sartiagu@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-159982

Unique identifier UC11660968

Identifier etd-Sartiaguda-7344.pdf (filename),usctheses-c89-159982 (legacy record id)

Legacy Identifier etd-Sartiaguda-7344.pdf

Dmrecord 159982

Document Type Dissertation

Format application/pdf (imt)

Rights Sartiaguda-Baker, Christine Adele

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA