Loma Linda University’s policy on anti-discrimination states the following: The University is committed to equal education and employment opportunities for men and women. While Loma Linda University (LLU) gives preference in its selection processes to students and employees who are aligned with the faith-based mission of the University and the Seventh-day Adventist Church, LLU does not and shall not unlawfully discriminate on the basis of race, color, religion, gender, sexual orientation, gender identity, national origin, medical condition, physical handicap, mental condition, veteran’s status, or age in the provision of any of its services. In the department of counseling and family sciences, we adhere to this policy and additionally do not discriminate against anyone on the basis of socioeconomic or relationship status.
Student Achievement Data
COAMFTE requires accredited programs to provide Student Achievement data, starting with the year the program becomes accredited or over the most recent 10 years. The following table provides all Student Achievement data for the Couple and Family Therapy track in the Systems, Families, and Couples PhD program.
The Systems, Families, and Couples program is committed to attracting and retaining a diverse student, faculty, and supervisor body. We believe that it is this diversity that helps us to provide an open educational environment that seeks to advance the field of Couple and Family Therapy in consideration of all families. Our current student body demographics are:
|Asian or Pacific Islander||3|
|American Indian or Alaska Native||-|
Our current faculty and clinical supervisor demographics are:
Each faculty member within the department of Counseling and Family Sciences supports the mission, goals and learning outcomes of the Systems, Families, and Couples PhD program as well as the mission and values of the university. Although our educational backgrounds represent various disciplines, we share a common respect for and belief in systemic-relational thinking and evidence-based practice. This is demonstrated by our efforts in reviewing and voting on individual program policies as well as accreditation, involvement in various ongoing presentation and publication efforts, advocating and modeling a systems-relational perspective in clinical practice and supervision of students both in and outside of the classroom.