Doctoral Program
The BYU MFT Doctor of Philosophy (PhD) program began in 1967, making BYU among the first academic institutions in the US to train marriage and family therapists. This program meets the educational requirements for specific occupationally required professional licenses or certifications in the state of Utah. This degree is administered by the School of Family Life, and has been accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) of the American Association for Marriage and Family Therapy (AAMFT) since 1979. Ten full-time faculty, have primary instructional responsibility for the graduate program with support from other faculty in the School of Family Life. Major MFT courses and clinical practicum are conducted primarily in the BYU Comprehensive Clinic which also houses programs in Clinical Psychology, Communication Disorders, and Social Work.
Eligibility for admission to the PhD program is based upon the applicant having an earned master's degree in MFT from a regionally accredited college or university. Competitive PhD applicants have a clear vision for their future research agenda, demonstrate high levels of self-motivation, and show a strong commitment to the field of Marriage and Family Therapy (MFT). The BYU PhD program in MFT is highly research focused. While applicants are expected to value and pursue clinical excellence, the program particularly seeks individuals whose primary professional goals include developing advanced research skills, contributing to scholarship, and preparing for leadership roles within the profession. Please see our FAQ page for more information about application requirements.
In addition to course work and supervised clinical practicum, each student is required to complete a comprehensive exam, a dissertation, doctoral portfolio (including 2 peer-reviewed publications), and include a customized advanced practical experience component (APEC) in their program of study. Information about these requirements, curriculum requirements, clinical work, and financial assistance can be found in the PhD Program Handbook
PhD Program Goals and Student Learning Outcomes
As a program, we aim for the following goals and outcomes:
PG 1: Develop scholar-practitioners who advance systemic understanding, practice, and education through rigorous scholarship and research.
- SLO 1: Graduating students will critically evaluate and synthesize scholarship relevant to their area of specialization.
- SLO 2: Graduating students will demonstrate competence in designing, conducting, and interpreting rigorous research.
- SLO 3: Graduating students will disseminate scholarly work through publications, professional presentations, or other scholarly contributions.
PG 2: Prepare leaders who integrate theory, research, and systemic practice to improve the health and well-being of individuals, families, and communities.
- SLO 4: Graduating students will demonstrate advanced competence in systemic clinical practice.
- SLO 5: Graduating students will demonstrate ethical decision-making and professional behavior consistent with MFT standards.
PG 3: Prepare professionals who contribute to the advancement of marriage and family therapy through leadership, teaching, service, scholarship, or clinical innovation.
- SLO 6: Graduating students will demonstrate meaningful professional contribution through leadership, teaching, service, scholarship, supervision, clinical innovation, or other approved areas of specialization.
PG 4: Cultivate spiritual, intellectual, professional, and character growth, including faith in Jesus Christ and a testimony of living prophets and apostles, while fostering respect for diversity and the dignity and worth of all people.
- SLO 7: Graduating students will demonstrate culturally responsive and inclusive professional practice.
- SLO 8: Graduating students will demonstrate respect for the dignity, worth, and diverse experiences of all people in professional relationships and service.
- SLO 9: Graduating students will demonstrate professional growth through self-reflection, feedback integration, commitment to lifelong learning, and thoughtful engagement with faith in Jesus Christ and the teachings of living prophets and apostles as influences on their professional identity, scholarship, leadership, and service.