Doctor of Philosophy in Marriage and Family Therapy (PhD-MFT)
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Doctor of Philosophy in Marriage and Family Therapy
Degree:
Doctor of Philosophy in Marriage and Family Therapy (PhD-MFT) Degree
Application:
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Help individuals, couples, and families navigate life’s stressors with the 100% online Doctor of Philosophy in Marriage and Family Therapy (PhD-MFT) degree program at National University. This program provides you with advanced clinical education, research opportunities, and supervision training and experience.
National University’s PhD-MFT degree will help you acquire the knowledge, skills, practical application, and values to thrive as a skilled, ethical, and culturally sensitive marriage and family therapist. You’ll be earning a degree from a program that is accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) and International Accreditation Commission for Systemic Therapy Education (IACSTE).
Prepare to Advance Your Marriage and Family Therapy Career
You’ll gain hands-on experience through face-to-face clinical training and a nine-month internship in your local community. In addition to this local experience, you’ll also gain experience by working with an NU faculty member on a distance-based, practicum/internship. You’ll build your clinical skills and knowledge by meeting regularly with your faculty member and your peers to watch and discuss recorded client sessions.
Tailor your NU online PhD-MFT to match your interests with one of these specializations:
- Child and Adolescent Therapy
- Couple Therapy
- Culture, Diversity, and Social Justice in a Global Context
- Education and Supervision
- General Family Therapy
- Medical Family Therapy
- Systemic Leadership
- Therapy with Military Families
Degree Requirements
The PhD in Marriage and Family Therapy degree requires a minimum of 63 credit hours at the graduate level beyond the master’s degree.
The Doctor of Philosophy in Marriage and Family Therapy (PhD-MFT) degree program can be completed in 63 credits. Courses run either 4, 8, or 12 weeks, and you’ll generally receive 3 semester credits per course.
NU may accept a maximum of 12 semester credit hours in transfer toward the doctoral degree for graduate coursework completed toward a doctoral degree at an accredited college or university with a grade of “B” or better. Transfer credit is only awarded for coursework that is evaluated to be substantially equivalent in content with the required coursework for the PhD degree program in Marriage and Family Therapy.
National University awards credit in quarter units, with each academic year divided into four 12-week quarters.
Each quarter is made up of three 4-week classes, with one class per month. Under the current policy, 4.5 units of credit are awarded for courses.
The PhD degree program in Marriage and Family Therapy (all specializations) has the following graduation requirements:
- A minimum of 51 credit hours of graduate instruction must be completed through NU
- Successful completion of all required degree program courses with a Grade Point Average of 3.0 (letter grade of “B”) or higher
- Official documents on file for basis of admission: a conferred master’s degree from an accredited academic institution
- Official transcripts on file for all transfer credit hours accepted by the University
- All financial obligations must be met before the student will be issued their complimentary diploma and/or degree posted transcript
Beyond these standard graduation requirements, the Marriage and Family Therapy doctoral program has the following degree requirements:
- Online Video Conferencing – In order to complete some of the course requirements and to participate in weekly online supervision process that is used during the practicum and internship courses, students are required to participate in online video conferencing meetings throughout their time in the program. In order to participate in these video conference sessions, students are required to own or otherwise have access to a computer, a web cam, a headset, a video recording device, and a high-speed internet connection.
- Client Contact – Doctoral students will be required to complete 300 hours of direct client contact, which includes conducting face-to-face therapy with individuals, couples, families, and groups (face-to-face includes telehealth, but at least 50 of the 300 hours must involve therapy that is not telehealth—the therapist and clients in the same physical space). At least 150 hours of client contact must be relational (e.g., with couples or family members). For more information, please read the practicum and internship course descriptions.
- Supervision – In conjunction with client contact, doctoral students must receive a total of 160 hours of supervision conducted by an AAMFT-Approved Supervisor, AAMFT Supervisor Candidate, or state-approved supervisor. In some cases, students may be required to pay for local supervision. This will depend on the clinical placement location and/or local supervisor they contract with to complete their practicum and internship requirements. The decision and responsibility to pay for local supervision is entirely up to the student and not a requirement of NU.
- Doctoral Internship (Advanced Practical Experience Component, or APEC) – Doctoral students are required to complete a 9-month, 20 hour a week, doctoral internship that aligns with their doctoral specialization. Students will be required to have a local supervisor with whom they can meet in-person with a minimum of 4 hours per month (i.e., one hour per week). For more information, please read the practicum and internship course descriptions.
- Liability Insurance – Prior to beginning any clinical experience, PhD-MFT students are required to submit proof of professional liability insurance.
- Supervision Coursework – In addition to advanced coursework in marriage and family therapy, students in the doctoral program must complete a course in MFT supervision methodology. The supervision course will be conducted in connection with the requirements established by AAMFT for students to become Approved Supervisors. Not all requirements will be completed for the students to achieve the designation while in the program at NU. The supervision coursework is pre-approved by the AAMFT to count for the 30-hour supervision course requirement. Students will have to complete the direct supervision and supervision mentoring requirements outside of the program in order to qualify for the Approved Supervisor designation.
- Doctoral Portfolio – Students are required to complete three 4-week portfolio courses in which they develop a portfolio that showcases their academic, research, clinical, and professional competence. Students will upload a variety of documents to the portfolio, such as their degree plan, resume, and key course assignments, as evidence of their progress and abilities. Students must pass the final portfolio course, which is the last course taken, in order to become a doctoral candidate and advance to the dissertation sequence.
- Dissertation – The capstone of doctoral training is the completion of the dissertation process. All programs at NU use a facilitated dissertation process that is purposefully designed to help students follow a step-by-step sequence in the preparation and completion of a doctoral dissertation. For students in the MFT program, the dissertation must be related to marriage and family therapy and be consistent with the student’s selected area of specialization. (Note: The dissertation portion of the PhD-MFT program can be completed with a minimum of 12 credit hours in Dissertation Courses, but may require additional credit hours, depending on the time the student takes to complete the dissertation research.)
Program at a Glance
8 professionally relevant specializations
Total Credit Hours: At Least 63 Credit Hours
Courses: 23 Courses
Average Completion Time: 78 Months
Next Start Date: Every Monday
Classroom Size: One
Course Sequence
The PhD in Marriage and Family Therapy requires the following courses for every specialization:
Foundations for Doctoral Study in MFT
Students in this course will be prepared for success in the Marriage and Family Therapy (MFT) doctoral program at the University. Students are introduced to relevant academic communities, professional standards, and doctoral level expectations. Essential skills, including critical thinking, comprehending complex scholarly texts and research articles, as well as ethical and effective written communications are emphasized. Students will begin to explore potential research topics for use in their doctoral studies and complete the course with a roadmap to navigate their way to degree completion. Students will also develop a personal philosophy of diversity and cultural competence, as well as continue to explore a personal fit of MFT theories.
Advanced Theories in MFT
This course provides an advanced overview of the theoretical literature related to the practice of marriage and family therapy. The course offers an opportunity to critically examine systems theories from cybernetics to natural systems. Students will also have an opportunity to reflect on common factors influencing MFT clinical practice and integration of various systems-based models.
Dynamics of Family Interaction
Defines the field’s fundamental elements: behavior and the environmental antecedent and consequential events that influence it; and introduces key terms and principles that describe relationships among these elements.
Doctoral Portfolio I
This course provides students the opportunity to prepare a collection of documents or artifacts that represent their progress through the program, as well as the achievement of specific academic and professional goals.
Scholarly Writing in MFT
This course focuses on the scholarly review of literature and academic writing in the field of Marriage and Family Therapy. The course emphasizes preparation for an applied dissertation focused on issues at the local, community, or societal level. In this course, students will a) conduct effective literature searches; b) critically read and synthesize current research; c) write comprehensive, critical, and synthesized reviews of research literature; d) critically review and write about theoretical frameworks; e) address issues of diversity and ethics pertaining to research topics; and f) exercise cultural awareness while apprising a possible research topic. The overarching goal of this course is for students to conduct an exhaustive search of the peer-reviewed research literature in their topic area and identify potential areas of inquiry for their dissertation in the framework of the field of Marriage and Family Therapy.
One of the following:
MFT Doctoral Practicum I
This course provides students with an opportunity to demonstrate their competence in advanced MFT practice. Emphasis is placed on the clinical competence in working with diverse populations, advanced application of family and couple therapy models, ethical decision-making, and professional growth. Students must be clinically active during the course and participate in weekly clinical supervision.
MFT Doctoral Practicum I
This course provides students with an opportunity to demonstrate their competence in advanced relational/systemic practice. Emphasis is placed on the clinical competence in working with diverse populations, advanced application of family and couple therapy models, ethical decision-making, and professional growth. Students must be clinically active during the course and participate in scheduled supervisory sessions with their University supervisor.
MFT Supervision Practicum
This practicum course provides students opportunities to enhance their ability to help MFT students begin their growth toward clinical competence and professional identity as an MFT. Students will be invited to participate in the supervision of the University’s MFT master’s students while receiving guidance from the University instructor on the development of their supervisory skills. The course will provide an opportunity to engage in discussions and practice of supervisory tasks enhancing students’ ability to further develop their identities as MFTs and future MFT supervisors.
MFT Supervision
This course introduces the fundamentals of systemic supervision with an emphasis on the importance of contextual variables such as culture, SES, and ethnicity. There is also an exploration of the impact of gender on the supervisory relationship. The design of the course meets the criteria for the 30-hour supervision fundamentals course for the AAMFT Approved Supervisor track. The intention is for the course also to be useful for any professional who is actively engaged in clinical supervision. Learning methods include short writing exercises and 15 hours of participant involvement in videoconferences with colleagues and course faculty. During the videoconferences there will be critiques of vignettes, role playing exercises, and discussion of short papers. Participants wishing to pursue the AAMFT Approved Supervisor designation should verify their eligibility with AAMFT.
Research Methods in MFT
This graduate-level introductory research methods course builds on the Scholarly Literature Review course. In addition, it provides a foundation for subsequent research courses in preparation for successfully completing a dissertation at the University. Students will practice some of the skills learned in the Scholarly Literature Review course, such as how to critically analyze the work of others, but now with a focus on methods utilized. In addition, students will learn to critically discuss the primary research methodologies used in scholarly research, determine the steps to collect data, and begin to explore techniques used to analyze original data relating to marriage and family therapy. Students will also identify what criteria are needed for a quality research project and be able to recognize whether the various elements of a research study are aligned and cohesive. These topics and others will be examined with the goal of enhancing a student’s independent scholarly skills and preparing them for their own dissertation research and future scholarly endeavors.
Specialization Course 1
Quantitative Analysis in MFT
In this course, you will learn how to use statistical analyses in research. You will explore key aspects of descriptive and inferential statistics and learn how to use statistical software to analyze data. You will gain skills as an independent scholar by enhancing your scientific and statistical literacy. Therefore, emphasis will be on comprehending statistical concepts, analyzing, interpreting, and critically evaluating data and statistical information, and communicating statistical information and knowledge.
Specialization Course 2
Quantitative Measurement and Design in MFT
In this course, students are trained to develop and evaluate research studies in behavioral sciences. Students will become familiar with sampling, research design, reliability, validity, and the creation and interpretation of measures in marriage and family therapy. Students will also identify and critique specific measures and evaluation tools and methods for potential use in their own research projects.
Doctoral Portfolio II
In this course students will add to and refine the collection of documents or artifacts that represent their progress through the program, as well as the achievement of specific academic and professional goals.
Specialization Course 3
Qualitative Measurement and Design
This course will provide you with the philosophical foundation of interpretive qualitative inquiry and addresses beginning skills essential to the critique and execution of qualitative research in marriage and family therapy. You will become familiar with the major research paradigms and the assumptions inherent to qualitative inquiry. You will learn to identify elements critical to the credibility of a qualitative study and apply this knowledge by evaluating selected published research. You will also develop basic skills in qualitative data analysis, and develop a research purpose statement and research question that can be addressed qualitatively while incorporating contextual knowledge and ethical guidelines promoted by the AAMFT Code of Ethics.
Specialization Course 4
MFT Advanced Practical Experience Component (APEC I)
The APEC is the capstone clinical experience. During each APEC course, students propose activities they will engage in that are congruent with their programmatic clinical specialization. Students must also select at least two areas from the following to focus on during the APEC: advanced research, grant-writing, teaching, supervision, consultation, advanced clinical theory, clinical practice/innovation, program development, leadership, or policy. Students may also propose to pursue opportunities for presenting and professional writing. As part of the APEC contract, students identify the artifacts or deliverables they will submit at the end of each of the three APEC courses as evidence they have achieved their goals for the experience.
MFT Advanced Practical Experience Component (APEC II)
The APEC is the capstone clinical experience. In this course, students propose activities they will engage in that are congruent with their programmatic clinical specialization. Students must also select at least two areas from the following to focus on during the APEC: advanced research, grant-writing, teaching, supervision, consultation, advanced clinical theory, clinical practice/innovation, program development, leadership, or policy. Students may also propose to pursue opportunities for presenting and professional writing. As part of the APEC contract, students identify the artifacts or deliverables they will submit at the end of the courses as evidence they have achieved their goals for the experience.
MFT Advanced Practical Experience Component (APEC III)
The APEC is the capstone clinical experience. In this course, students propose activities they will engage in that are congruent with their programmatic clinical specialization. Students must also select at least two areas from the following to focus on during the APEC: advanced research, grant-writing, teaching, supervision, consultation, advanced clinical theory, clinical practice/innovation, program development, leadership, or policy. Students may also propose to pursue opportunities for presenting and professional writing. As part of the APEC contract, students identify the artifacts or deliverables they will submit at the end of the courses as evidence they have achieved their goals for the experience.
One of the following:
Advanced Qualitative Design and Analysis
This course will provide students with an overview of the major types of qualitative inquiry and advance their skills toward the execution of qualitative research in marriage and family therapy. Students will practice multiple types of data collection and analysis. In addition, they will develop a paper that lays the foundation for their dissertation proposal. This process will require application of the assumptions inherent to the qualitative research paradigm: select an appropriate study type, and design a qualitative methodology appropriate to the research question developed in the framework of the qualitative design.
Advanced Quantitative Design and Analysis
This course will introduce you to the uses and techniques of advanced quantitative design and analysis in marriage and family therapy and related fields. You will become competent consumers of quantitative research by learning how quantitative information is generated, summarized, evaluated, and represented. You will be prepared to design studies using methodology associated with multivariate analysis, regression, latent variable modeling, factor analysis, and structural equation modeling. The course provides a theoretical and practical basis for choosing and employing the wide range of current analysis techniques available to social science researchers.
Doctoral Portfolio III
In this course students will add to and refine the collection of documents or artifacts that represent their progress through the program, as well as the achievement of specific academic and professional goals.
Components of the Dissertation
Students in this course will be required to complete Chapter 1 of their dissertation proposal including a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee approved (against the minimum rubric standards) Chapter 1 is required to pass this course successfully. Students who do not receive approval of Chapter 1 to minimum standards will be able to take up to three supplementary 8-week courses to finalize and gain approval of Chapter 1.
The Dissertation Proposal
Students in this course will be required to work on completing Chapters 1-3 of their dissertation proposal and receive committee approval for the Dissertation Proposal (DP) in order to pass the class. Chapter 2 consists of the literature review. Chapter 3 covers the research methodology method and design and to includes population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. In this course, a completed, committee-approved Chapters 2 and 3 are required and, by the end of the course, a final approved dissertation proposal (against the minimum rubric standards). Students who do not receive approval of the dissertation proposal will be able to take up to three supplementary 8-week courses to finalize and gain approval of these requirements.
Institutional Review Board (IRB) and Data Collection
Students in this course will be required to prepare, submit, and obtain approval of their IRB application, collect data, and submit a final study closure form to the IRB. Students still in data collection at the end of the 12-week course will be able to take up to three supplementary 8-week courses to complete data collection and file an IRB study closure form.
The Dissertation Manuscript and Defense
In this dissertation course students work on completing Chapters 4 and 5 and the final Dissertation Manuscript. Specifically, students will complete their data analysis, prepare their study results, and present their findings in an Oral Defense and a completed manuscript. A completed, Committee approved (against the minimum rubric standards) Dissertation Manuscript and successful Oral Defense are required to complete the course and graduate. Students who do not receive approval for either or both their Dissertation Manuscript or defense can take up to three supplementary 8-week courses to finalize and gain approval of either or both items as needed.
Couple Therapy Specialization
The Couple Therapy specialization is designed to prepare students to work primarily with couples in therapy settings from a family therapy, systems perspective. Students in this specialization are required to focus their course projects, Advanced Practical Experience Component (internship), and dissertation research on issues related to working with couples. Twelve (12) credit hours of coursework are devoted to couple therapy.
Required Courses
4 Courses
Emotion and Differentiation Focused Couple Therapy
3.0 Credit Hours
This course will focus on and emphasize the roles of two major human development forces that influence behavior in relationships: connection (attachment and inclusion) and separation (individuality and differentiation). There are ongoing debates in the MFT world about the role these two forces play in intimate relationships and clinical models differ in how to go about engaging clients in these realms. This course will give you the opportunity to discover more about these life forces and how their principles are applied in therapeutic conversations with couples. You will also be asked to consider both of these influences from a clinical research perspective throughout the course.
Cognitive Behavioral Couple Therapy Models and Evidence Based Practice
3.0 Credit Hours
This course will review couple therapy modalities that have been validated by research and are informed by cognitive and behavioral psychology. Three models will be covered throughout the course: Cognitive Behavioral Couple Therapy, Integrative Behavioral Couple Therapy, and The Gottman Method. While reviewing these models, you will be encouraged to think like scholar-practitioners and consider standards for ethical and culturally sensitive practice.
Systemic Sex Therapy
3.0 Credit Hours
This course focuses on physiological, psychological, and sociocultural variables associated with human sexuality and then maintains a focused emphasis on systemically oriented sex therapy including methods of conducting sexual assessments and both individual and relational therapy designed to help clients with variety of sexual issues, sexual dysfunctions, and sexual challenges within relationships.
The Couple Life Cycle in MFT Practice and Supervision
3.0 Credit Hours
It is important for clinicians and clinical supervisors to be aware of the challenges and critical points of change and/or distress for couples throughout the couple life cycle. Throughout this cycle couples are challenged with how to face difficult circumstances and maintain a strong relationship. This course involves a look at the development of couples and their relationship cycle. The course will incorporate an overview of different issues that present in couples’ relationships and examine the couple’s dynamics through a lens of diversity. Students will learn about different models of couple’s therapy and assessments pertaining to couple therapy. In addition, the students will learn about the importance of creating a therapeutic alliance with the couples.
Child and Adolescent Therapy Specialization
The Child and Adolescent Therapy specialization is designed to prepare students to work in therapy settings with children and adolescents from a family therapy, systems perspective. Students in this specialization are required to focus their course projects, internship work, and dissertation research on issues related to working with children and adolescents. Twelve (12) credit hours of coursework are devoted to Child and Adolescent Therapy.
Required Courses
4 Courses
Child and Adolescent Assessment and Diagnosis
3.0 Credit Hours
In this course, you will evaluate the scholarly literature on clinical assessment and diagnosis of childhood and adolescent disorders. Specifically, you’ll view DSM-5-TR diagnostic criteria and assessment procedures through a systemic lens and critique them for their cultural sensitivity as well as examine and discuss ethical concerns related to the assessment and diagnosis of children and adolescents.
Family Therapy with Adolescents
3.0 Credit Hours
This course evaluates theory and research on systemic interventions with adolescents and their families. Students will establish an ethical framework that is developmentally informed and culturally sensitive. This course emphasizes how families can support adolescents through the difficult transition of increased independence from the family, as well as how to engage an adolescent in the therapeutic process.
Early Childhood and Parenting Interventions
3.0 Credit Hours
This course reviews theory and research on interventions for early childhood, emphasizing play therapy and parenting interventions. Since a developmental-informed approach is critical for early childhood, play therapy theoretical foundations and techniques will be explored in-depth. From a systemic lens, children’s emotional and behavioral difficulties are viewed in the context of the couple relationship, family structure, and parenting behaviors. As a result, students will learn to integrate several interventions for changing dynamics and behaviors within the parent system. Issues of cultural sensitivity and ethical practice will be considered for each topic discussed.
Neurodevelopmental Disorders in Children and Adolescents
3.0 Credit Hours
In this course, you will evaluate theory and research on evidence-based, systemic interventions with children and adolescents with neurodevelopmental disorders, including attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), intellectual disabilities (ID), and learning disorders (LD). You will articulate systemic approaches to treating these disorders that are ethical, developmentally informed, and culturally sensitive. This course presents marriage and family therapists as critical members of multidisciplinary treatment teams for ADHD, ASD, and other neurodevelopmental disorders.
Culture, Diversity and Social Justice in a Global Context Specialization
The Culture, Diversity, and Social Justice in a Global Context specialization is designed to prepare students to work with diverse clients and serve in diversity and inclusion positions within organizations and institutions. Students in this specialization are required to focus their course projects, Advanced Practical Experience Component (internship), and dissertation research on issues related to culture, diversity, and social justice in a global context. Twelve (12) credit hours of coursework are devoted to culture, diversity, and social justice in a global context.
Required Courses
4 Courses
Language of Diversity
3.0 Credit Hours
This course focuses on the acquisition and understanding of culturally inclusive language when working with diverse populations and organizations. Attention is given to self of the therapist issues and critical analysis of dominant narratives around language and power.
A Systemic Evaluation of Global Concerns and Diversity
3.0 Credit Hours
This course focuses on the acquisition and understanding of meaningful knowledge about issues of diversity and injustice on the global stage, and how this may impact the work we do as MFTs when working with diverse populations and organizations. Attention is given to self of the therapist issues and critical analysis of the dynamics of contextual systems of oppression and privilege.
Social Justice Advocacy in the United States
3.0 Credit Hours
This course focuses on understanding dilemmas and challenges of supervising, teaching and leading as a Marriage and Family therapist from a socially just perspective. You will explore the history of diversity, multiculturalism and social justice in the field of MFT. Special emphasis will be given to issues related to power, privilege and oppression specifically within the United States. Attention is given to self-of-the therapist, self-of-the supervisor and self-of-the educator issues related to systems of power, privilege and oppression.
Culturally Sensitive Care in MFT
3.0 Credit Hours
This course focuses on the acquisition and understanding of specific skills that MFTs can use to provide more culturally sensitive and humble care to patients and clients. The focus of this course will be appropriate treatment planning for diverse populations. Attention is given to self of the therapist issues and critical analysis of the dynamics of contextual systems of oppression and privilege.
Education and Supervision Specialization
The Education and Supervision specialization is designed to prepare students to serve as teachers, mentors, and supervisors–mentors for the next generation of marriage and family therapists. Students in this specialization are required to focus their course projects, Advanced Practical Experience Component (internship), and dissertation research on issues related to education and supervision. Twelve (12) credit hours of coursework are devoted to education and supervision.
Required Courses
4 Courses
Constructing a Professional Identity
3.0 Credit Hours
This course provides an analysis of the means by which trainees acquire their new professional identity as MFTs. Special emphasis is placed on gender, cultural, and socioeconomic factors in professional identity development.
Teaching Systemic Theories
3.0 Credit Hours
This courses focuses on theories and current best practices for teaching adult learners. One of the key concepts is helping adult learners make best use of their previous experiences to help them on their new journey of learning. A special focus of this course in working with adult learners in e-learning environments.
Analyzing Supervision Interventions
3.0 Credit Hours
This course builds on the foundation of prior coursework in MFT Supervision. Supervisors have an ethical and legal responsibility to assess the competence of their trainees. This course examines educational and experiential strategies for assessing trainee competence, and interventions the supervisor can employ to meet the ethical requirement for assessing trainee competence. A special focus of this course is the power differential between supervisor and trainee, and trainee and client, and how working in an e-supervision environment may affect those dynamics.
Employing Technology in Supervision
3.0 Credit Hours
Since its earliest days, the profession of MFT has made use of the best available technology to facilitate training the next generation of therapists. Historic examples include co-therapy, the one-way mirror, and the “bug in the ear.” This course examines the relationship between technology and best practices for adult learners, including both ethical and andragogical considerations, with a special focus on emerging digital technology.
General Family Therapy Specialization
The General Family Therapy specialization allows students to select courses from a broad range of electives to fit their personal and professional ambitions. In this specialization, students must select four courses (12 credit hours) from the Marriage and Family Therapy curriculum at the 8000 level. Courses from the Department of Psychology may be considered to fill this requirement with approval on a case-by-case basis. Students in this specialization are required to focus their course projects, Advanced Practical Experience Component (internship), and dissertation research on issues related to marriage and family therapy.
Students select four electives (theory or treatment-focused) chosen from any of the Department of Social Sciences doctoral level specialization courses (or from Psychology with approval) listed in the Catalog that will help the student develop the desired expertise.
Medical Family Therapy Specialization
The Medical Therapy specialization is designed to prepare students to work with individuals, couples, and families who are facing chronic or acute medical difficulties. Medical Family Therapy incorporates a family therapy, systems perspective in helping client families to understand and deal with their medical difficulties. Students in this specialization are required to focus their course projects, Advanced Practical Experience Component (internship), and dissertation research on issues related to medical family therapy. Twelve (12) credit hours of coursework are devoted to medical family therapy.
Required Courses
4 Courses
Medical Family Therapy
3.0 Credit Hours
This course is designed to introduce you to the theory, concepts, and practice of medical family therapy. You will learn about collaborative healthcare, medical specializations, assessments commonly used in healthcare settings, and the ways in which biopsychosocial components of patients’ and families’ lives may impact their experience of health and illness.
Medical Family Therapy Applications
3.0 Credit Hours
This course addresses the many facets of creating and maintaining effective integration of behavioral health and medical care. Through this course, you will gain an in-depth understanding of the practice of medical family therapy (MedFT). You will discover how the clinical and operational components of care intersect and impact psychosocial care delivery.
Families, Health, and Illness
3.0 Credit Hours
This course addresses the challenges faced by individuals, couples, and families who are experiencing a chronic or acute illness. Throughout this course, students will have the opportunity to identify health complaints and diseases, explore the psychosocial barriers and facilitators to effective treatment, and discover the ways in which cultural beliefs and norms impact the illness experience. Ethical considerations influencing treatment are also explored.
Loss and Bereavement
3.0 Credit Hours
In this course, students will explore various aspects of grief and loss. The course will include theory and cultural beliefs and values surrounding death and dying and will highlight clinical approaches to assisting people in navigating grief and loss experiences. This course will also focus on self of the therapist experiences and self-care practices of helping professionals.
Systemic Leadership Specialization
The Systemic Leadership specialization is designed to prepare students to assume leadership roles in agencies and organizations. Students will be taught to apply systems theory to leadership roles and functioning within organizations. Students in this specialization are required to focus their course projects, Advanced Practical Experience Component (internship), and dissertation research on issues related to systemic leadership. Twelve (12) credit hours of coursework are devoted to systemic leadership.
Required Courses
4 Courses
Systemic Leadership
3.0 Credit Hours
What makes a person an effective leader? This doctoral level course will engage students in developing a better understanding of the leadership role, styles, philosophy, and behaviors. The students will also examine and apply the concepts of general systems theory (GST) and their application to the creation of a successful leadership style.
Leadership Development in Public and Non-Profit Community Organizations
3.0 Credit Hours
You will learn the building blocks to cultivating a vision–from dream to service agency from the ground up. The course will focus on how to develop a non-profit counseling agency including financial planning, personnel development, and evidence-based service delivery. This doctoral-level course will also prepare you for leadership in community-based agencies with an emphasis on integrating marriage and family therapy into the larger milieu of behavioral health services. Whether joining an existing agency or creating your own, today’s leaders can help create a socially conscious company culture using ethical decision-making models.
Public or Corporate Policy Making
3.0 Credit Hours
This course invites doctoral students to consider the key role that policy making plays in advancing the profession of marriage and family therapy (MFT). The course will start out by identifying stakeholders who direct and sanction the practice of MFT, from accrediting bodies and universities to state licensing boards and federal legislation. Students will learn about the role of MFTs in public health policies and advocating for MFTs in the larger behavioral health culture. The signature assignment for the course will have students challenging conventional leadership and proposing a relevant piece of legislation that is consistent with the systemic perspective.
Leadership in Higher Education
3.0 Credit Hours
MFTs today can excel in teaching, communication, and utilizing technology. Universities today need systemic thinkers who can integrate the demands of accreditation standards into traditional and cutting-edge academic and administrative systems. This doctoral level course will prepare students for administrative roles in online and on-ground education systems. Learners will incorporate best practices in teaching through role plays and assignments that develop course and curriculum development.
Therapy with Military Families Specialization
The Therapy with Military Families specialization is designed to prepare students to work primarily with individuals, couples, and families that are affiliated with the military through using a family therapy, systems perspective. Students in this specialization are required to focus their course projects, Advanced Practical Experience Component (internship), and dissertation research on issues related to working with military personnel and their families. Twelve (12) credit hours of coursework are devoted to therapy with military families.
Required Courses
4 Courses
Military and Veteran Cultures Across the Lifespan
3.0 Credit Hours
This doctoral-level course focuses on military and veteran cultures, including culturally informed clinical practice, research, and policies across the lifespan.
Trauma and Resilience in Military and Veteran Couples and Families
3.0 Credit Hours
The experience of trauma is an omnipresent aspect of military service. In this course, you will examine trauma and resilience theories that guide research and practice of family therapists working with military and veteran individuals, couples and their families. You will examine precursors, assessments, diagnoses, indicated treatments, research practices, and policies related to trauma and resilience across military and veteran populations. You will immerse yourself in the research literature related to trauma and resilience as a means of identifying tools and resources to support this population.
Ethical Challenges and Moral Injuries Across Military and Veteran Populations
3.0 Credit Hours
In this course, you will explore some of the ethical challenges associated with treating military and veteran populations, including consent, confidentiality, and dual roles. You will also examine moral injury and some common byproducts of treating this population, including compassion fatigue and burnout. Finally, you will develop strategies for effectively supervising clinicians who work with military and veteran populations.
Behavioral Health Care with Military and Veteran Populations
3.0 Credit Hours
This course focuses on evidence based treatment and research pertaining to behavioral health challenges that are experienced by military and veteran populations. Attention is given to clinical assessments and treatment as well as current evidence based research, including biopsychosocial complications associated with each behavioral health challenge.
Career Outlook
Data Source: The career outcomes data presented is sourced from Lightcast, which provides insights based on real-time job postings, public datasets, and analytics. Lightcast derives its data from sources such as the Bureau of Labor Statistics (BLS), the Quarterly Census of Employment and Wages (QCEW), and the Occupational Employment Statistics (OES). While accurate and reliable, this data reflects general labor market trends and may not represent individual outcomes or specific local conditions. For more details on Lightcast’s methodology, visit their Data Overview.
Here are some careers this degree could prepare you for:
Please select the state you will work in to view job data in your area
- Top Jobs in this field
- Median Salary
- Job Openings
- Marriage and Family Therapists
-
$60,703
avg. salary (USA) -
8,713
job openings (past yr.) past year
ALl of USAMost Desired Skills
- Mental Health
- Social Work
- Treatment Planning
- Psychology
- Family Therapy
- Psychotherapy
- Behavioral Health
ALl of USATop Companies Hiring
- Headway
- Thriveworks
- LifeStance Health
- Lyra Health
- Universal Health Services
- UnitedHealth Group
- Guideline Healthcare
Program Learning Outcomes
Learn the key skills to help you excel in your field of study.
- Students will cultivate relational/systemic innovations addressing contemporary issues in the field of marriage and family therapy.
- Students/graduates will develop expertise in an area of specialization related to the field of couple/marriage & family therapy.
- Students will cultivate competence in working with diverse populations in various contexts.
- Students will create new knowledge in couple/marriage and family therapy through independent research.
- Students will appraise relational/systemic ethical behaviors in various settings.
Accredited: May 2015
Advertised Program Length: 6.5 years
| Cohort Year Students Entered Program | # of Students in Program | Graduation Rate in Advertised Time (%)* | Job Placement Rate (%)** |
|---|---|---|---|
| 2015 – 2016 | 38 | 34.21% | 93.3% |
| 2016 – 2017 | 59 | 25.42% | 100% |
| 2017 – 2018 | 45 | 33.33% | 100% |
| 2018 – 2019 | 41 | IP | IP |
| 2019 – 2020 | 51 | IP | IP |
| 2020 – 2021 | 56 | IP | IP |
| 2021 – 2022 | 37 | IP | IP |
| 2022 – 2023 | 40 | IP | IP |
| 2023 – 2024 | 39 | IP | IP |
**Job Placement Rate is the percentage of graduates from the cohort year that are employed utilizing skills learned in the COAMFTE accredited program.
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Admissions
Transfer Students Welcome
Enrolling in a university is a big decision. That's why our dedicated admissions team is here to guide you through the admissions process and help you find the right program for you and your career goals.
To that end, we've simplified and streamlined our application process, so you can get enrolled in your program right away. Because we accept and review applications year round, you can begin class as soon as next month, depending on your program and location of choice.
Learn more about undergraduate, graduate, military, and international student admissions, plus admissions information for transfer students. You can also learn more about our tuition rates and financial aid opportunities.
To speak with our admissions team, call (855) 355-6288 or request information and an advisor will contact you shortly. If you're ready to apply, simply start your application today.
Scholarships and Financial Aid
National University is dedicated to making higher education affordable, as well as accessible. Through NU scholarship offerings, eligible students are able to reduce the financial burden of college, start classes sooner, and finish their programs faster while focusing on achieving their goals.
Accreditations
The Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) is the accrediting body for the American Association for Marriage and Family Therapy (AAMFT). National University’s Master of Arts in Marriage and Family Therapy and Doctor of Philosophy in Marriage and Family Therapy Programs are accredited by the Commission on Accreditation for Marriage and Family Therapy Education of the American Association for Marriage and Family Therapy.
The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.
National University’s Master of Arts in Marriage and Family Therapy and Doctor of Philosophy in Marriage and Family Therapy Programs are also accredited by the International Accreditation Commission for Systemic Therapy Education (IACSTE). Created as a semi-autonomous body under the auspices of the International Family Therapy Association (IFTA), IACSTE focuses on the development and implementation of quality standards for programs around the world that provide systemic therapy education and training.
Why Choose Doctor of Philosophy in Marriage and Family Therapy at National University
We're proud to be a Veteran-founded, San Diego-based nonprofit. Since 1971, our mission has been to provide accessible, achievable higher education to adult learners.
Today, we educate students from across the U.S. and around the globe, with over 245,000 alumni worldwide.
"National University has impacted my career. You can immediately apply what you learn in class to your business."
Francisco R.,
Class of 2016
What makes a degree
with National University unique?
Free Tutoring Sessions
Access personalized tutoring sessions at no cost — empowering your learning.
Online
Flexibility meets quality education with our online learning option.
24/7 Support
Get assistance anytime, anywhere with our round-the-clock support services.
Military Friendly
Committed to serving those who serve — diverse resources and support for veterans and family. Military and Veteran Admissions.
Mentoring Network
Individual student and alumni career guidance, professional development opportunities, and customized career support.
Transfer Students Welcome
NU makes it easy to get your degree, even if you started it with another university. Learn more about transferring to NU.
Accelerate Your Career With NU
At National University, you’re part of a family. As a student, you’ll have the support of staff, faculty members, students, and alumni who will be there with you every step of the way, cheering you on as you pursue your goals.
Our network of 245,000 alumni is a large global community that provides our graduates with the professional connections to get a leg up in your new career.
FAQs
DISSERTATION PROCESS
Faculty assists each NU Doctoral student to reach this high goal through a systematic process leading to a high-quality completed dissertation. This process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of the dissertation.
A doctoral candidate must be continuously enrolled throughout the series of dissertation courses. Dissertation courses are automatically scheduled and accepted without a break in scheduling to ensure that students remain in continuous enrollment throughout the dissertation course sequence. If additional time is required to complete any of the dissertation courses, students must re-enroll and pay the tuition for that course. Continuous enrollment will only be permitted when students demonstrate progress toward completing dissertation requirements. The Dissertation Committee determines progress.
The National University PhD in Marriage and Family Therapy degree can equip you with the specialized skills that employers seek, in roles such as*:
- Marriage and family therapists
- Mental health counselors
- Behavioral health clinician/behavioral care manager/coordinator/counselor
- Telehealth counselor
- Behavioral Health Agency Clinical Director
- Postsecondary teacher (faculty, instructor, professor)
- Clinical Supervisor
- Researcher
Career opportunities arise in both telecounseling and in-person settings alike, such as:
- Private and independent counseling practices
- Hospitals
- Individual and family service providers
- In-home family therapy
- Schools
- Colleges and universities
*SOURCE: Emsi Labor Analyst- Report. Emsi research company homepage at https://www.economicmodeling.com/company/ (Report viewed: 7/06/2022). DISCLAIMER: The data provided is for Informational purposes only. Emsi data and analysis utilizes government sources to provide insights on industries, demographics, employers, in-demand skills, and more to align academic programs with labor market opportunities. Cited projections may not reflect local or short-term economic or job conditions and do not guarantee actual job growth. Current and prospective students should use this data with other available economic data to inform their educational decisions.
*As of May 2023, Kansas and New Hampshire do not or may not accept the NU MAMFT degree as meeting their educational requirements for licensure. Please review your local MFT license requirements to make sure you will meet local requirements.
State Supervision Requirements
Each state has rules and regulations outlining the requirements regarding the supervision experience, how many supervision hours are required, and the requirements for someone to be accepted as a supervisor in their state. In addition, some states specifically count client contact hours and supervision hours completed during the practicum experience at a COAMFTE-accredited program as applicable to post-graduate requirements.
Ask a Licensure Question
While each state board is the ultimate authority on their own rules and regulations governing the practice of marriage and family therapy in their state, sometimes it is difficult to know where to start or what to ask. If you are an applicant, student, or alumni and you have a question about licensure in your state do one or both of the following:
- Each state has rules and regulations outlining the types of licenses offered, requirements for licensure, including specific educational components, post-graduation clinical experience and supervision, and examination requirements. Licensure requirements are subject to change, so you must keep up with the current licensure legislation in your state.
- Contact our Clinical Training Administrative Team at [email protected].
Click here to view licensure requirements by state.
Additional Resources
Program Disclosure
Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate's application to sit for any certification, licensure, or related exam for the purpose of professional certification.
Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual's criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.
NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.
All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state's/country's policies and procedures relating to certification/licensure, as those policies are subject to change.
National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.
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