The Couple and Family Therapy program is committed to developing researcher-clinicians who make significant research contributions to the way we understand individuals, couples and families in an effort to advance the field of couple and family therapy and having a meaningful contribution to the communities in which we live and work.

  • Systemic and relational thinking emphasized in the program enables students to think critically and innovatively about enduring problems.
  • Faculty help students apply the systemic and relational thinking to the strong research training they gain in the program to be able to address the areas they want to learn more about.    

The Couple and Family Therapy (CFT) Program prepares professionals for CFT leadership roles in academic and research settings. Using a social justice and a relational/systemic perspective, the program prepares CFTs to become ethically and multicultural responsive scholars, clinicians, supervisors, and educators.

Ph.D. Couple and Family Therapy

Overview

Students admitted to this residential doctoral program must have a master’s degree in couple and family therapy or marriage and family therapy from a COAMFTE accredited program. CFT students have the opportunity to participate in faculty research, teach at the college level, and hone their clinical and supervisory skills.

Note: CFT is based in the traditional Marriage and Family Therapy education that is associated with the American Association for Marriage and Family Therapy (AAMFT). The CFT program is accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE).

Admission, Application, & Program Requirements

Application Deadline

January 1 for fall.

For the best consideration for financial aid, early applications are strongly encouraged. Applications to the Ph.D. program is rolling process. Faculty consideration of applications begins January 15 for fall entry. You will be notified once a decision regarding your application has been made.

Student Achievement and Diversity Information

COAMFTE Student Achievement Criteria Data Disclosure Table

COAMFTE Student Achievement Criteria Data for The University of Iowa

Accredited: May, 2019

Advertised Program Length*: 4 years

Cohort Year Students Entered Program

# of Students in Program

Advertised Graduation Rate (%)*

Maximum Graduation Rate (%)**

Job Placement Rate (%)***

National Exam Pass Rate (%)****

FT

FT

FT

FT

FT

2012-2013

3

33.33

33.33

100

100

2013-2014

5

60

20

100

100

2014-2015

3

No Students

In process

In process

In process

2015-2016

2

50

In process

100

100

2016-2017

1

100

0

100

100

2017-2018

3

In process

In process

In process

100

2018-2019

No Students

No Students

No Students

No Students

No Students

2019-2020

4

In process

In process

In process

In process

FT=Full-time

Programs are only required to provide data on the past 10 years/cohort or since the program was initial accredited, whichever is shorter.

* Programs should report graduation rates for program’s Advertised Length of Completion which is how long the program is designed to complete as written.  

**Programs applying for initial or renewal of accreditation are required to publish the following in their SAC table: (1) the maximum length of program completion (years only) and (2) graduation rates for maximum length of program completion (maximum allowable time in which a student must finish the program).  Programs in Maintenance of Accreditation are encouraged to continue publishing the graduation rates for maximum length of completion but are not required to do so.

*** Masters and Doctoral programs are required to provide this information.  Job Placement Rates by cohort is defined as the percentage of graduates from the cohort year listed that are employed utilizing skills learned in the COAMFTE accredited program.

**** Masters programs are required to provide this information.  Doctoral and Post-Degree programs are encouraged to share this with the public. For Master’s programs only, COAMFTE has established a benchmark of 70% pass rate for each cohort.  Programs in California can use the California Law and Ethics exam for MFTs to meet this requirement. Masters programs can add a column if they have International students that do not take the exam or if they have students that take either the National Exam or the California Exam.

Race/Ethnicity and Gender Composition

Race/Ethnicity and Gender Composition

Spring, 2019

Category of Diversity

Student

Faculty

Total

Race/Ethnicity

 

 

 

International

0

0

0

African American

3

0

3

Latino/Latina

2

0

2

Asian American

0

0

0

Native American

0

0

0

White, non-Hispanic

4

3

7

Gender

 

 

 

Female

6

2

8

Male

3

1

4

Contact

Program Coordinator

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