TITLE:
MFT Trainees’ Experience Working in an Alternative Clinical Setting: A Qualitative Exploration of the AAMFT Core Competencies Gained
AUTHORS:
Toni Zimmerman, Shelley Haddock, Amy D. Smith, Jennifer Krafchick, Lindsey Weiler, Tyler Adams
KEYWORDS:
Therapy, Youth Mentoring, COAMFTE-Accredited Training, AAMFT Core Competencies, MFT Professional Development
JOURNAL NAME:
Psychology,
Vol.15 No.5,
May
31,
2024
ABSTRACT: Students in a Marriage and Family Therapy (MFT) training programs can gain professional development in core competencies from clinical experiences in settings other than the traditional 50-minute session. Many MFT trainees ultimately gain employment as therapists in settings, such as schools, residential treatment centers, and in-home, where it is important for therapists to have clinical experiences beyond the model of traditional clinical practice. Trainees in a COAMFTE-accredited program had the opportunity to work in an on-campus after-school youth mentoring program providing integrated therapy services. Ten trainees were interviewed about their experiences working in this setting. The interviews were coded using the AAMFT Core Competencies framework to learn which competencies emerged as most salient to this clinical experience. In addition to identifying the core competencies, additional salient training experiences were identified during the coding process. Results indicated that the highest endorsed Core Competencies included Human/Adolescent Development, Cultural Awareness, Treatment/ Intervention/Practice, Safety Planning, Collaboration, and Self-of-the-Therapist. Additionally, four additional themes emerged including 1) Unique Practice Setting; 2) Professional Development and Unique Skill Set; 3) Community Engagement and Service Mindset; 4) Providing Training. These themes highlight how an alternative setting can foster development of Core Competencies and new skills and that the structure of the setting may influence competencies gain. This can inform other clinical training programs as they consider alternative settings for clinical field placements for their students.