ABSTRACT

In 2017, the Commission on Accreditation for Marriage and Family Therapy Education implemented updated accreditation standards requiring course credits educating students on issues related to diversity, power, privilege, and oppression. This qualitative study explored students’ required diversity curricula experiences from accredited C/MFT master’s programs. Semi-structured interviews with master’s students (n = 20) from programs across 11 US states were conducted. Thematic analysis revealed 3 key themes which impacted student learning experiences: perceptions of safety, course materials and structure, and systemic influences. Study participants emphasized the importance of quality diversity education and provided valuable feedback on how to improve course development in accredited masters C/MFT programs.

摘要

2017 年，婚姻和家庭治疗教育认证委员会实施了更新的认证标准，要求对学生进行与多样性、权力、特权和压迫相关问题的课程学分教育。这项定性研究从认可的 C/MFT 硕士课程中探索了学生所需的多样性课程体验。对来自美国 11 个州的项目的硕士生 ( n = 20) 进行了半结构化访谈。主题分析揭示了影响学生学习体验的 3 个关键主题：安全感、课程材料和结构以及系统性影响。研究参与者强调了质量多元化教育的重要性，并就如何改进认证硕士 C/MFT 课程的课程开发提供了宝贵的反馈。