Marriage and family therapy students' and faculty perceptions of program enhancers and stressors
Abstract
The aim of this thesis is to investigate if there is a significant difference in the perceptions of program enhancers and stressors for students between Marriage and Family Therapy (MFT) students and faculty. Currently, there is a lack of research analyzing the difference in perceptions between students and faculty in MFT training programs. The perceived program stressors and enhancers reported by MFT students and faculty are discussed. Due to the minimal amount of research investigating how faculty perceive the MFT programs in which they teach, discussion regarding the consequences of faculty members not recognizing various program stressors and enhancers is included. The literature is reviewed and the following research questions and hypothesis will be investigated based on previous findings: (1) What program factors are identified as the most stressful and (2) enhancing for students attending a MFT graduate training program? (3) What program factors are identified by faculty as the most stressful and (4) enhancing for students? (5) Students will report lower satisfaction than faculty. Participants were recruited through an online correspondence to COAMFTE accredited program directors asking them to forward the faculty questionnaire link to all full- and part-time faculty members and the student questionnaire link to all MFT graduate students currently enrolled in the program. After participants accessed the link and agreed to the informed consent, they completed a revised version of the National Doctoral Program survey (NDPS) (National Association of Graduate and Professional Students, 2001). Descriptive statistics are utilized to examine research questions 1 through 4. Thirteen means for each subscale were analyzed for students and faculty. The means were compared in order to see which subscale means were rated the highest and lowest for both participants. A t-test was utilized to examine hypothesis 5.
Degree
M.S.
Advisors
Nalbone, Purdue University.
Subject Area
Higher education
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