Overview of
The Complete MFT Core
Competency Assessment System
For many faculty the idea of measuring the 128 Core Competencies can be overwhelming or at least unrealistic. However, when approached with a learning-centered, outcome-based approach, the project begins to make sense and the pieces begin to fit together.
Diane Gehart, Ph.D., LMFT, developed the first system for measuring all 128 Core Competencies using eight assignments/instruments with corresponding scoring rubrics: The Complete MFT Core Competency System: Eight Outcome-Based Instruments for Assessing Student Learning. The system is easily integrated into a standard MFT Master's degree course work, allowing programs to customize the system and define their own standards. Using learning-centered, outcome-based teaching methods, the system minimize faculty workload while maximizing student learning.
Features
Customizable: Each program can customize the rubrics to define their own standards and add unique competencies.
Time Efficient: Saves faculty time by significantly reducing the hours needed to create rubrics as well as reducing time needed to grade assignments each semester.
Cost Effective: Significantly reduces costs of developing an assessment system.
Seamless Integration: Assessment instruments integrate seamlessly as assignments in core courses, such as theory, practical skills, research, diagnosis, and internship classes. Clinical forms can be used regularly in on- and off-campus clinical settings.
Formative and Summative Assessment: Same assessment instruments can be used for formative assessment (used to help teach a skill) and summative assessment (final assessment of skill).
Clinical Forms: Includes four digital state-of-the-art, HIPAA compliant clinical forms for use in on-campus clinics or practica sites: case conceptualization, clinical assessment, treatment plan, and case note. These forms include elements commonly used in county-funded agencies as well as managed care environments.
Textbook: Faculty can choose to adopt Mastering Competencies in Family Therapy: A Practical Approach to Theories and Clinical Case Documentation (Brooks/Cole) to further simplify teaching and measuring competencies; the book provides content for the clinical forms in the system.
Assessment Instruments/Activities
There are 8 Assessment Instruments/Activities, each with its own rubric.
1. Case Conceptualization: Form used to conceptualize case using systemic and postmodern theory.
2. Clinical Assessment: Form used to assess mental status, develop diagnosis, evaluate crisis issues, and manage case.
3. Treatment Plan: Form for treatment planning that includes measurable goals and interventions.
4. Case Note: Case note form to document clinical progress, case consultation, and collateral contacts.
5. Professional Development Plan: Class exercise for use during the semester prior to graduation; students to develop a detailed plan for professional development.
6. Live Interview: Class exercise in which students conduct an initial interview with family including a minor child (may be done through role play or with actual family in clinical setting); activity used to assess in-session therapy skills.
7. Live Interview Evaluation: A written exercise students complete after the live interview to assess their own skills.
8. Research Project: Format for a research proposal to be developed in a research methods class that addresses practical research questions, including quantitative and qualitative components.
For Sample Forms click here
