Section 23.150 Standards for School Marriage and Family Therapists

Section

23.150  Standards for School Marriage and Family Therapists

a)         Child and Adolescent

Development

The

competent school marriage and family therapist understands the individual

diversity of human growth, development and learning and provides experiences

that promote the physical, intellectual, social and emotional development of

the student.

1)         Knowledge Indicators –

The competent school marriage and family therapist understands:

A)        theories of individual

and family development and transitions across life;

B)        that students' physical,

social, emotional, cognitive, ethical and moral development influences

learning;

C)        theories of learning,

personality development, attachment, child and adolescent development, and the

range of individual variation;

D)        how students construct

knowledge, acquire skills and develop habits of mind;

E)        that differences in approaches

to learning and performance interact with development;

F)         how systemic approaches

and appropriate interventions apply to the developmental stages of children and

adolescents;

G)        human behaviors,

including developmental crises, disability, addictive behavior and

psychopathology, and situational and environmental factors as they affect

children and adolescents in the peer, family and school settings;

H)        the characteristics and

effects of the cultural and environmental milieu of the child and the family,

including cultural and linguistic diversity, socioeconomic level, abuse/neglect

and substance abuse;

I)         the role of medications

as they affect students' behavior; and

J)         the characteristics of

normal, delayed, and disordered patterns of communication and interaction in

peer, family and school settings and their impact on learning

vironmental milieu of the child and the family,

including cultural and linguistic diversity, socioeconomic level, abuse/neglect

and substance abuse;

I)         the role of medications

as they affect students' behavior; and

J)         the characteristics of

normal, delayed, and disordered patterns of communication and interaction in

peer, family and school settings and their impact on learning.

2)         Performance Indicators –

The competent school marriage and family therapist:

A)        uses theories of

learning, personality and human development to plan activities and experiences

that respond to students' individual, group, family and school needs at the

appropriate level of development;

B)        analyzes individual and

group performance in order to design interventions that meet learners' current

needs in the cognitive, social, emotional, ethical and moral, and physical

domains at the appropriate grade level;

C)        plans interventions

appropriate to students' developmental levels;

D)        utilizes strategies for

facilitating optimum student development over the life-span;

E)        recognizes the

characteristics of individuals with various disabilities and the effects these

may have on individuals;

F)         implements interventions

relevant to students' developmental levels;

G)        recognizes the effects of

addictive behavior, psychopathology and situational and environmental factors

as they affect children and adolescents in the peer, family and school

settings;

H)        recognizes the effects of

cultural and environmental factors on students' performance; and

I)         recognizes that

medications can have effects on the educational, cognitive, physical, social

and emotional behaviors of individuals.

b)         Assessment

and Evaluation

The

competent school marriage and family therapist understands basic concepts of,

technology for, and implications of various assessment and evaluative

instruments used within academic settings

s' performance; and

I)         recognizes that

medications can have effects on the educational, cognitive, physical, social

and emotional behaviors of individuals.

b)         Assessment

and Evaluation

The

competent school marriage and family therapist understands basic concepts of,

technology for, and implications of various assessment and evaluative

instruments used within academic settings.

1)         Knowledge Indicators –

The competent school marriage and family therapist understands:

A)        the purposes and meaning

of assessment from multiple perspectives (historical, sociological, educational

and emotional) and utilizes both standardized tests and observational methods

of assessment;

B)        the basic concepts of

standardized and non-standardized testing and other assessment techniques in

the assessment of behavior in individuals, families and other dyadic

interactions;

C)        the

use of technology in assessment;

D)        the statistical concepts,

including scales of measurement; measures of central tendency; indices of

variability; shapes and types of distributions and correlation;

E)        reliability (theory of

measurement error, models of reliability, and the use of reliability

information) and validity (evidence of validity, types of validity), and the

relationship between reliability and validity; and

F)         the implications of age,

gender, sexual orientation, ethnicity, language, disability, culture,

spirituality and other factors related to assessment and evaluation

reliability (theory of

measurement error, models of reliability, and the use of reliability

information) and validity (evidence of validity, types of validity), and the

relationship between reliability and validity; and

F)         the implications of age,

gender, sexual orientation, ethnicity, language, disability, culture,

spirituality and other factors related to assessment and evaluation.

2)         Performance Indicators –

The competent school marriage and family therapist:

A)        analyzes testing

information needed and selects appropriate tests, methods and/or materials to

gather information and/or perform assessments;

B)        uses various strategies

for selecting, administering and interpreting assessment and evaluation

instruments and techniques in therapy;

C)        interprets and accurately

uses the statistical concepts, including scales of measurement; measures of

central tendency; indices of variability; shapes and types of distributions and

correlation;

D)        accurately selects and

interprets assessment tools based on reliability and validity when appropriate;

E)        interprets assessments

accurately with understanding of diversity and its implications;

F)         uses

and applies appropriate technology in assessment; and

G)        interprets results

accurately and at the level that clients and families can best understand the

assessment outcomes.

c)         School-based Systems

Theory

The

competent school marriage and family therapist has knowledge of diverse family

systems (e.g., single parent, foster parents, bi-racial parents, sexual

orientation of parents) and understands influences on students' development,

learning and behavior. Further, the competent school marriage and family

therapist has knowledge of systemic methods for involving families in education

and service delivery

ent school marriage and family therapist has knowledge of diverse family

systems (e.g., single parent, foster parents, bi-racial parents, sexual

orientation of parents) and understands influences on students' development,

learning and behavior. Further, the competent school marriage and family

therapist has knowledge of systemic methods for involving families in education

and service delivery. The competent school marriage and family therapist works

effectively with families, educators and others in the community to promote and

provide comprehensive services to children and families.

1)         Knowledge Indicators –

The competent school marriage and family therapist:

A)        understands:

i)          how diverse family

systems affect students;

ii)         the importance of

family involvement in education;

iii)        the school-based

systems theory and model;

iv)        methods of promoting

collaboration and partnerships between families/guardians and educators that

improve outcomes for students; and

v)         the implications of

cultural diversity on family, home, school and community collaborations; and

B)        has knowledge of school

and community resources and agencies available to students and

families/guardians.

2)         Performance Indicators –

The competent school marriage and family therapist:

A)        designs, implements,

monitors and evaluates programs that promote school, family and/or community

partnerships and enhance academic and behavioral outcomes for students;

B)        facilitates collaboration

between schools and parents/guardians by designing educational and therapeutic

interventions; and

C)        identifies resources and

facilitates communication between schools, families/guardians and community

agencies.

d)         Intervention

in Schools and Crisis Intervention

The

competent school marriage and family therapist utilizes a variety of systemic

intervention strategies that support and enhance students' educational and

emotional development

and therapeutic

interventions; and

C)        identifies resources and

facilitates communication between schools, families/guardians and community

agencies.

d)         Intervention

in Schools and Crisis Intervention

The

competent school marriage and family therapist utilizes a variety of systemic

intervention strategies that support and enhance students' educational and

emotional development. Furthermore, the competent school marriage and family

therapist has training and experience in working with various crises and trauma

that might occur in the school or family environments.

1)         Knowledge Indicators –

The competent school marriage and family therapist understands:

A)        the theory, process,

techniques and methods of individual, group and family crisis intervention and

counseling;

B)        and develops skills in

advocacy, case management, community organization, consultation and in-service

training;

C)        the application of

systemic concepts, theories and techniques to identify and develop broad-based

prevention and interventions;

D)        the interdisciplinary

approach to collaborative service delivery within the educational environment;

E)        how to integrate content

and process knowledge for appropriate intervention; and

F)         the role of mandated

reporters of suspected child abuse and neglect and the function of the

Department of Children and Family Services (DCFS)

road-based

prevention and interventions;

D)        the interdisciplinary

approach to collaborative service delivery within the educational environment;

E)        how to integrate content

and process knowledge for appropriate intervention; and

F)         the role of mandated

reporters of suspected child abuse and neglect and the function of the

Department of Children and Family Services (DCFS).

2)         Performance Indicators –

The competent school marriage and family therapist:

A)        develops and implements

prevention and intervention plans that enable children to benefit from their

educational, emotional and relational experiences;

B)        provides individual,

group and/or family counseling and other services to enhance relational

functioning while increasing success in the educational process;

C)        provides crisis

intervention therapy and other services to the school community;

D)        provides consultation to

teachers, administrators, parents and community agencies;

E)        develops and provides

training and educational programs in the school and community;

F)         conducts diagnostic

assessments and participates in eligibility conferences for special education

and other programmatic options, students' educational planning conferences, and

conferences with parents;

G)        initiates referrals and

linkages to community agencies and maintains follow-up services on behalf of

identified students;

H)        mobilizes the resources

of the school and community to meet the needs of children and their families;

and

I)         initiates the appropriate

reporting of suspected child abuse and neglect to DCFS.

e)         Consultation and

Collaborative Relationships

The

competent school marriage and family therapist develops consultative and

collaborative relationships with colleagues, parents, teachers and the

community to support students' learning and well-being

needs of children and their families;

and

I)         initiates the appropriate

reporting of suspected child abuse and neglect to DCFS.

e)         Consultation and

Collaborative Relationships

The

competent school marriage and family therapist develops consultative and

collaborative relationships with colleagues, parents, teachers and the

community to support students' learning and well-being.

1)         Knowledge Indicators –

The competent marriage and family therapist understands:

A)        the principles, practices

and processes of individual, family and organizational consultation;

B)        the collaborative process

with parents, school personnel, community-based organizations and agencies to

enhance the student's educational functioning;

C)        the school's role within

the context of the larger community;

D)        the variations in

beliefs, traditions and values across cultures and their effect on interactions

among group members;

E)        the importance of

audience and purpose when selecting ways to communicate ideas;

F)         how formal and informal

political implications affect communication;

G)        language development,

communication techniques, and the role of communication in the learning

environment; and

H)        the role of school

personnel as mandated reporters of child abuse and neglect.

2)         Performance Indicators –

The competent school marriage and family therapist:

A)        initiates, develops and

implements consultative relationships;

B)        models and promotes

ethical practices for confidential communication;

C)        collaborates with

colleagues, parents/guardians and community personnel about students' needs;

D)        encourages relationships

among colleagues to promote a positive learning environment;

E)        participates in

collaborative decision-making and problem-solving to promote students' success;

F)         facilitates a

collaborative relationship between general and special education systems to

promote a unified system of education;

ardians and community personnel about students' needs;

D)        encourages relationships

among colleagues to promote a positive learning environment;

E)        participates in

collaborative decision-making and problem-solving to promote students' success;

F)         facilitates a

collaborative relationship between general and special education systems to

promote a unified system of education;

G)        models and promotes

effective communication among group members or between groups;

H)        uses a variety of

effective communication modes with diverse target groups; and

I)         assists mandated

reporters of child abuse and neglect in relaying and documenting information to

the State's child welfare agency.

f)         Diversity

The

competent school marriage and family therapist possesses the knowledge and

skills to appropriately address issues of diversity, cultural difference and

change with different types of learners.

1)          Knowledge Indicators –

The competent school marriage and family therapist understands:

A)        the implications of the

therapist's own social and cultural background;

B)        how the therapist's own

cultural background and experiences influence the therapist's attitudes, values

and biases about psychological processes;

C)        the diverse groups with

which the therapist may work;

D)        how race, culture,

ethnicity, sexual orientation, physical and mental characteristics, and other

areas of diversity affect personality formation, vocational choice and

manifestation of difficulties and strengths in academic, career and

personal/social development;

E)        how gender affects

personality formation, academic choice, vocational choice, and manifestations

of difficulties and strengths in academic, career, and personal and social

development;

F)         the impact of sexual

harassment on students' personal, social, emotional and academic development;

G)        the impact of students'

learning abilities, styles and capabilities on academic, career, and

w gender affects

personality formation, academic choice, vocational choice, and manifestations

of difficulties and strengths in academic, career, and personal and social

development;

F)         the impact of sexual

harassment on students' personal, social, emotional and academic development;

G)        the impact of students'

learning abilities, styles and capabilities on academic, career, and personal

and social development; and

H)        the specialized needs and

resources available for students who are disabled, gifted or at risk, or who

have dropped out.

2)         Performance Indicators –

The competent school marriage and family therapist:

A)        incorporates an approach

to social and cultural diversity that is equitable for all students;

B)        adopts intervention

skills appropriate to the specific diverse needs of the student;

C)        develops programs for

students that acknowledge their diversity and meet special needs as

appropriate;

D)        incorporates a

gender-equitable and culturally sensitive approach in dealing with students,

families, staff and the community;

E)        adopts appropriate

methods to intervene when students use inappropriate language or behaviors

relating to issues of social and cultural diversity; and

F)         teaches how oppression,

racism, discrimination, intolerance, homophobia, heterosexism and stereotyping

may affect students personally and their work.

g)         Professional

Conduct and Ethics

The

competent school marriage and family therapist is aware of current legal issues

and ethical guidelines of the profession and acts accordingly

issues of social and cultural diversity; and

F)         teaches how oppression,

racism, discrimination, intolerance, homophobia, heterosexism and stereotyping

may affect students personally and their work.

g)         Professional

Conduct and Ethics

The

competent school marriage and family therapist is aware of current legal issues

and ethical guidelines of the profession and acts accordingly.

1)         Indicators – The

competent school marriage and family therapist understands:

A)        legal standards,

including the Illinois School Code [105 ILCS 5] and the Mental Health and

Developmental Disabilities Code [405 ILCS 5], that apply to the therapy and

educational process;

B)        the school marriage and

family therapist's responsibility for knowing and complying with federal, State

and local legislation, regulations and policies; and

C)        that, in the event a

conflict arises among competing expectations, the school marriage and family

therapist shall be guided by the AAMFT Code of Ethics, published by the

American Association for Marriage and Family Therapy, 112 South Alfred Street, Alexandria

VA 22314-3061,

https://www.aamft.org/Legal_Ethics/Code_of_Ethics.aspx

(January 1, 2015).

No later amendments to or editions of these standards are

incorporated.

2)         Performance Indicators –

The competent school marriage and family therapist:

A)        demonstrates commitment

to the values and ethics of the marriage and family therapist profession;

B)        adheres to the AAMFT

professional standards and Code of Ethics

(see

subsection (g)(1)(C))

as

a guide to ethical decision-making;

C)        maintains adequate

safeguards for the privacy and confidentiality of information;

D)        informs students of their

ethical rights, the limitations of the counseling relationship, and the

confidentiality of the counseling relationship; and

E)        follows State and federal

laws, including the School Code, the Mental Health and Developmental

Disabilities Code, the Illinois School Student Re

aintains adequate

safeguards for the privacy and confidentiality of information;

D)        informs students of their

ethical rights, the limitations of the counseling relationship, and the

confidentiality of the counseling relationship; and

E)        follows State and federal

laws, including the School Code, the Mental Health and Developmental

Disabilities Code, the Illinois School Student Records Act [105 ILCS 10] and

the Family Educational Rights and Privacy Act (20 U.S.C. 1232g).