DSM-5 NOTE: The most frequently asked question is about DSM-related exam items. Questions on the exam that specifically cover knowledge of the DSM-5 will appear no earlier than 2015. In other words. there will be no DSM-5 questions on the National MFT Exam in the calendar year 2014. As more information becomes available regarding when DSM-5 questions will appear on the exam it will be posted here.


The Purpose of the Examination

The Association of Marital and Family Therapy Regulatory Board's (AMFTRB) Examination in Marital and Family Therapy is provided to assist state boards of examiners in evaluating the knowledge of applicants for licensure or certification. There is a wide diversity of educational backgrounds among the applicants who seek licensure or certification in marital and family therapy. AMFTRB offers a standardized examination, for use by its member boards, in order to determine if these applicants have attained the knowledge considered essential for entry‑level professional practice, and in order to provide a common element in the evaluation of candidates from one state to another.

The resources of individual marital and family therapists, the AMFTRB, and the Professional Examination Service (ProExam) are used in the development and continuing improvement of the examination. These combined resources are greater than those available to any individual state board.

The Examination in Marital and Family Therapy is only part of the overall evaluation used by the member boards. The AMFTRB expects that candidates will be allowed to sit for the examination only after their credentials have been examined and found to meet the education and experience requirements for licensure or certification in their respective states. Such candidates are expected to have attained a broad basic knowledge of marital and family therapy, regardless of their individual backgrounds. The examination is designed to assess this knowledge through questions focused on the tasks that an entry‑level marital and family therapist should be able to perform, and the knowledge required to perform those tasks successfully.

Applicants who have completed the required academic and experiential preparation and who have developed the level of competence necessary for entry‑level professional practice in marital and family therapy should be able to pass the test. Neither AMFTRB, ProExam, nor the member boards can send copies of past examinations to applicants, nor is there a list of recommended books or other materials for use in preparation for the examination. However, the practice domains, task statements, and knowledge statements upon which the examination is based have been included in this brochure and may be helpful to candidates preparing for the examination.

Security Agreement

By taking this examination, I hereby acknowledge that I understand the following:

  1. This examination and the items contained therein are the exclusive property of the Association of Marital and Family Therapy Regulatory Boards and constitute valuable trade secret information, the unauthorized disclosure of which will result in irreparable injury. Accordingly, I agree to hold in confidence and not to disclose to others, directly or indirectly, any information relating to the nature of the questions contained in the examination to be taken without the prior written approval of AMFTRB. I recognize that breach of this agreement may expose me to liability for damages caused to AMFTRB and to legal fees incurred by AMFTRB in preserving its rights.
  2. The examination and the items contained therein are protected by copyright law. No part of this examination may be copied or reproduced in part or whole by any means whatsoever, including memorization, note-taking, or electronic transmission.
  3. The theft or attempted theft of an examination is punishable as a felony.
  4. I understand that reproducing, disseminating, or otherwise sharing questions or portions of questions from this examination, through any medium including verbal communications, is considered to be a violation of federal copyright law. Examples of sharing questions or portions of questions would be sharing feedback about areas covered in the examination at an examination preparation workshop.
  5. My participation in any irregularity occurring during this examination, such as giving or obtaining unauthorized information or aid, as evidenced by observation or subsequent statistical analysis, may result in termination of my participation, invalidation of the results of my examination, or other appropriate action. Examples of irregularities are taking or use of notes, failure to comply with all Prometric security procedures, or attempting to communicate in any way with fellow test takers.

Test Content and Administration    top

The examination consists of objective multiple-choice questions covering knowledge essential to the professional practice of marital and family therapy. Each form of the examination contains 200 items and is constructed according to the test specifications. All items are counted in computing the candidates score. Each item has four alternative answers, only one of which is correct. Candidates are allowed four hours to complete the examination.

The reported score equals the total number of correct responses: there is no additional penalty for incorrect answers. It is to the candidate's advantage to answer each item even when uncertain of the correct response. The candidate should choose the single best answer to each item. No credit is given for items in which more than one response is selected. Sample items similar to those found on the examination are included at the end of this brochure.

The examination is administered through Prometrics and scored by ProExam, which reports the scores and relevant normative data to the administering boards. Each board sets the standard for passing in its respective state and reports the results to the candidates. All procedures and decisions with regard to licensure are the responsibility of the individual boards. Any questions about these procedures should be directed to the appropriate state board. The Marital and Family Therapy Examination is offered via computer to allow candidates to test during four windows of time each year. Candidates test at a number of Prometrics. All candidates taking the Marital and Family Therapy examination will receive instructions concerning fees, deadlines and applications from their participating state board.

Test Construction    top

The Examination in Marital and Family Therapy is developed by the Examination Advisory Committee of AMFTRB and the Professional Examination Service. The development process is designed to maximize the content validity of the examination. A brief outline of the process follows:

  1. Items are written at workshops, which are conducted periodically throughout the country. These workshops, attended by subject matter authorities, are led by experts in psychometrics who guide the development of new items. Additional items may be solicited individually from marital and family therapists who have expertise in a specific area.
  2. All items are reviewed by three subject matter experts for accuracy and validity.
  3. Items, which have been approved by these experts, are reviewed by the Examination Advisory Committee for accuracy, validity and overall quality, and revised as necessary.
  4. If accepted by the Examination Advisory Committee, items are entered into the AMFTRB item bank.
  5. Draft forms of the examination, constructed from the item bank on the basis of validated test specifications derived from a role delineation study, are reviewed and revised by the Examination Advisory Committee.
  6. The draft forms of the examination are reviewed by psychometricians and editors on the ProExam staff.
  7. The Examination Advisory Committee reviews and approves the final forms of the examination.
  8. The approved examination is uploaded to Prometric for computer-based exam administration. Three examinations are created each year: one for each testing window: January-February, May-June, and September-October.
  9. After the examination has been administered, the statistical performance of each item is reviewed by ProExam and the Examination Advisory Committee prior to the scoring of the examination.

Validation of the Examination    top

Every effort has been made to ensure the validity of the AMFTRB Examination in Marital and Family Therapy. The meticulous test construction process constitutes one major facet of the validation effort devoted to the assurance of content validity.

Another major facet is the role delineation study, performed in 2004-2005 in order to develop practice-relevant test specifications for the examination. First, the Examination Advisory Committee convened to define the performance domains, tasks and knowledge required for entry-level practice in marital and family therapy. This role delineation then underwent a validation study by a representative sample of licensed marital and family therapists nationwide. Task statements were rated for frequency of performance and relation to clinical competence; knowledge statements were rated for contribution to public protection and appropriateness for entry-level practice. The test specifications now in use are based on the findings of this role delineation study. The test specifications, as derived from this research, follow:

Test Specifications for the Examination in Marital and Family Therapy

Practice Domains   top

Domain 01
The Practice of Marital and Family Therapy (22.5%)
This domain encompasses tasks related to incorporating systemic theory and perspectives into practice activities, and establishing and maintaining ongoing therapeutic relationships with the client1 system.
Domain 02
Assessing, Hypothesizing, and Diagnosing (22.5%)
This domain encompasses tasks related to assessing the various dimensions of the client system, forming and reformulating hypotheses, and diagnosing the client system in order to guide therapeutic activities.
Domain 03
Designing and Conducting Treatment (32.5%)
This domain encompasses tasks related to developing and implementing interventions with the client system.
Domain 04
Evaluating Ongoing Process and Terminating Treatment (7.5%)
This domain encompasses tasks related to continuously evaluating the therapeutic process and incorporating feedback into the course of treatment, as well as planning for termination.
Domain 05
Maintaining Ethical, Legal, and Professional Standards (15%)
This domain encompasses tasks related to ongoing adherence to legal and ethical codes and treatment agreements, maintaining competency in the field, and professionalism.

1The term client refers to the individual, couple, family, group, and other collaborative systems that are a part of treatment.

Task Statements    top

01 The Practice of Marital and Family Therapy
01.01 Practice therapy in a manner consistent with the philosophical perspectives of the discipline.
01.02 Maintain consistency between systemic theory and clinical practice.
01.03 Integrate individual treatment approaches within systemic treatment approaches.
01.04 Demonstrate sensitivity to the client’s context(s) (e.g., spirituality, gender, sexuality, culture, class, and socio-economic condition).
01.05 Establish an atmosphere of acceptance and safety by attending to the physical environment, language, and client’s needs.
01.06 Establish therapeutic relationship(s) with the client system.
01.07 Attend to the interactional process between the therapist and client (e.g., therapeutic conversation, transference, and counter-transference) throughout the therapeutic process.
02 Assessing, Hypothesizing, and Diagnosing
02.01 Assess client’s verbal and non-verbal communication to develop hypotheses about relationship patterns.
02.02 Identify boundaries, roles, rules, alliances, coalitions, and hierarchies by observing interactional patterns within the system.
02.03 Assess system dynamics/processes.
02.04 Assess how individual members of the client system understand their relational issues.
02.05 Formulate and continually assess hypotheses regarding the client that reflect contextual understanding.
02.06 Review background, history, context, client beliefs, external influences, and current events surrounding the origins and maintenance of the presenting issue(s).
02.07 Identify client’s attempts to resolve the presenting issue(s) and the individuals in the family, community, and professional systems involved in the problem resolution process.
02.08 Assess client’s level of economic, social, emotional, and mental functioning.
02.09 Assess the family life cycle stage of the client.
02.10 Assess the relationship between the individual developmental stage and the family life cycle stage.
02.11 Assess developmental stage of members of the client system for impact on problem formation, maintenance, and resolution.
02.12 Assess strengths and resources available to client.
02.13 Assess level of mental or physical risk or danger to the client (e.g., suicide, domestic violence, elder abuse).
02.14 Administer and review data from standardized and/or non-standardized tests.
02.15 Assess and diagnose client in accordance with formal diagnostic criteria (e.g., DSM and ICD) while maintaining a systems perspective.
02.16 Integrate diagnostic impressions with system(s) perspective/assessment when formulating treatment hypotheses.
02.17 Assess influence of individual diagnosis on the client system.
02.18 Assess influence of biological factors and medical conditions on the client system.
02.19 Identify external factors (events, transitions, illness, trauma, etc.) affecting client functioning
02.20 Determine need for evaluation by other professional systems.
02.21 Collaborate with client, professional, and community systems, as appropriate, in establishing treatment priorities.
03 Designing and Conducting Treatment
03.01 Create therapeutic contracts.
03.02 Define short- and long-term goals by organizing and interpreting assessment information, in collaboration with client as appropriate.
03.03 Develop a treatment plan reflecting a contextual understanding of presenting issues.
03.04 Develop and monitor safety plan to address identified risk (domestic violence, suicide, elder abuse).
03.05 Develop consensus on the definition of presenting issues.
03.06 Choose interventions based on application of theory and research (individual, couple, group, and family).
03.07 Construct rationale for selecting a therapeutic intervention.
03.08 Determine sequence of treatment processes and identify which members of the client system will be involved in specific tasks and stages.
03.09 Choose therapeutic modalities and interventions while considering the uniqueness of each client.
03.10 Integrate multiple types and sources of information while conducting therapy.
03.11 Collaborate with collateral systems, as appropriate, throughout the treatment process.
03.12 Use genograms and/or family mapping as therapeutic interventions when appropriate.
03.13 Facilitate change through restructure and reorganization of the client system.
03.14 Identify and explore competing priorities for client issues to be addressed in treatment.
03.15 Assist client(s) in developing decision-making and problem-solving skills.
03.16 Assist client(s) in developing appropriate verbal and non-verbal emotional communication in their relational context(s).
03.17 Attend to the homeostatic process and its impact on the system’s ability to reach therapeutic goals.
03.18 Assist client to change perspective of the presenting issues to facilitate appropriate solution(s).
03.19 Influence behavior and/or perceptions through use of techniques such as metaphor, re-framing, inventiveness, creativity, humor, and prescribing the symptom.
03.20 Enable client to attempt new/alternate ways of resolving problems.
03.21 During treatment planning, identify criteria upon which to terminate treatment.
04 Evaluating Ongoing Process and Terminating Treatment
04.01 Use relevant theory and/or research data in the ongoing evaluation of process, outcomes, and termination.
04.02 Evaluate progress of therapy in collaboration with client and collateral systems as appropriate.
04.03 Modify treatment plan with client and collateral systems as appropriate.
04.04 Collaboratively plan for termination of treatment.
04.05 Terminate therapeutic relationship as appropriate.
05 Maintaining Ethical, Legal and Professional Standards
05.01 Adhere to ethical codes of relevant professional organizations and associations.
05.02 Adhere to relevant statutes, case law, and regulations affecting professional practice.
05.03 Practice in accordance with one’s own area of expertise (i.e., education, training, and experience
05.04 Maintain awareness of the influence of the therapist’s own issues (e.g., family-of-origin, gender, culture, personal prejudice, value system, life experience, supervisor, etc.).
05.05 Maintain continuing competencies essential to the field (e.g., continuing education, critical reading of professional literature, attendance at workshops and professional meetings, supervision, and consultation).
05.06 Demonstrate professional responsibility and competence in forensic and legal issues (e.g., court-ordered cases, testimony, expert witness, custody hearings, etc).
05.07 Adhere to treatment agreements with clients.
05.08 Respect the rights and responsibilities of clients.
05.09 Assist clients in making informed decisions relevant to treatment (e.g., filing third-party insurance claims, collateral systems, alternative treatments, limits of confidentiality).
05.10 Consult with colleagues and other professionals as necessary regarding clinical, ethical, and legal issues and concerns.
05.11 Respect the roles and responsibilities of other professionals working with the client.
05.12 Maintain accurate, timely, and thorough record keeping.
05.13 Integrate technology (e.g., Internet, fax, telephone, email) into the treatment process, as appropriate.

Knowledge Statements    top

01 Foundations of marital therapy and family therapy (e.g., Sullivan, Jackson, Ackerman, Bowen, Bateson, Weakland, Haley, Satir)
02 History of the marital and family therapy field
03 Family studies and science (e.g., step families, remarriage, blended families)
04 Marital studies and science
05 General Systems Theory
06 Models of family therapy and their clinical application
07 Individually based theory and therapy models (e.g., person-centered, Gestalt, RET, behavioral)
08 Impact of couple dynamics on the system
09 Family belief systems and their impact on problem formation and treatment
10 Family homeostasis as it relates to problem formation and maintenance
11 Family life cycle stages and their impact on problem formation and treatment
12 Human development throughout the lifespan (e.g., physical, emotional, social, psychological, spiritual, cognitive)
13 Human sexual anatomy, physiology, and development
14 Sexually transmitted diseases
15 Theories of personality
16 Child, adolescent, and adult psychopathology
17 Impact of developmental disorders (e.g., child and adolescent, geriatrics) on system dynamics
18 Trauma (e.g., historical, current, and anticipatory trauma)
19 Risk factors for and patterns of abuse, (abandonment, physical, emotional, verbal, sexual)
20 Risk factors, stages, and patterns of grief response for loss (death, sudden unemployment, runaway children)
21 Risk factors and relational patterns of endangerment (rape, domestic violence, suicide, self-injurious behavior)
22 Behaviors, psychological features, or physical symptoms that indicate a need for medical, educational, psychiatric, or psychological evaluation
23 Diagnostic interviewing techniques
24 Diagnostic and Statistical Manual of Mental Disorders (DSM) and International Statistical Classification of Diseases & Related Health Problems (ICD)
25 Standardized psychological assessment tests (e.g., MMPI)
26 Non-standardized assessment tests (e.g., genograms, family maps, scaling questions)
27 Relational diagnostic tests (e.g., Dyadic Adjustment Scale, Marital Satisfaction Inventory, FACES, Prepare/Enrich, etc.)
28 Dynamics of and strategies for managing transference and counter-transference (use of self of therapist, handling/control of the process of therapy)
29 Reference materials regarding medication side effects and classification
30 Effects of non-prescription substances (e.g., over the counter medications, herbals) on the client system
31 Pre-marital education and treatment
32 Divorce
33 Child custody
34 Infertility
35 Adoption
36 Infidelity
37 Trauma intervention models
38 Crisis intervention models
39 Sex therapy
40 Sexual abuse treatment for victims, perpetrators, and their families
41 Sexual behaviors and disorders associated with Internet and other forms of technology (e.g., Internet and cybersex)
42 Effect of substance abuse & dependence on individual and family functioning
43 Effects of addictive behaviors (e.g., gambling, shopping, sexual) on individual and family system
44 Addiction treatment modalities (e.g., 12-step programs, individual, couple, marital and family therapy)
45 Spiritual and religious beliefs (e.g., eastern and western philosophies) and the impact on the system in treatment
46 Impact of loss and grief on the client (e.g., death, chronic illness, economic change, roles, and sexual potency)
47 Research literature and research methodology (including quantitative and qualitative methods) sufficient to critically evaluate assessment tools and therapy models
48 Methodologies for developing and evaluating programs (e.g., parenting, grief workshops)
49 Statutes, case law and regulations (e.g., clinical records, informed consent, confidentiality and privileged communication, privacy, fee disclosure, mandatory reporting, professional boundaries, mandated clients)
50 Codes of ethics
51 Business practices (e.g., storage and disposal of records, training of office staff, work setting policies, collections, referrals, advertising, and marketing, management of the process of therapy)
52 Use of technology (e.g., cell phones, fax machines, electronic filing of claims, Internet therapy)
53 Diversity studies (e.g., race, ethnicity, class, gender, gay & lesbian issues)
54 Neuropsychology
55 Community systems (schools, human service agencies)
56 Group mandated (e.g., anger management, domestic violence treatment, sexual offender programs) or voluntary (divorce recovery, parenting) treatment programs

Models of Couple and Family Therapy    top

Adlerian family therapy
Attachment theory
Bowen family systems theory
Cognitive behavioral therapy (e.g., Gottman, Ellis)
Collaborative language (e.g., Dan Wile)
Communication theory (e.g., Jackson, Watzlawick, Bateson)
Contextual therapy
Couple, marital, and family enrichment models
Emotionally focused therapy (e.g., Susan Johnson, Les Greenberg)
Ericksonian therapy
Experiential approaches (e.g., Satir, Whitaker)
Feminist family therapy
Medical family therapy
Milan systemic family therapy
MRI Brief therapy
Narrative therapy (e.g., White, Epston, Anderson)
Object relations therapy
Psychoanalytic family therapy (e.g., Ackerman)
Second order cybernetics
Solution focused therapy (e.g., DeShazer, O’Hanlon, Weiner-Davis)
Strategic therapy (e.g., Haley, Madanes)
Structural therapy (e.g., Minuchin)
*Models of couple and family therapy include, but are not limited to, the listed models.

Verification of Scores    top

Candidates who fail the examination may request a hand scoring of their data file. Hand scoring is a manual check of the data file by the testing service to determine if there have been any errors in scoring. Although the probability of such an error is extremely remote, this service is available for a fee of $50.00. Requests for hand scoring must be submitted on the REQUEST FOR MANUAL REVIEW OF MFT SCORING RECORD form, and received by ProExam no later than 90 days after the date of the examination. Candidates who fail the examination will not be permitted to see the examination questions. For reasons of test security, no candidate is allowed to review the examination or any of its items directly.

The Interstate Reporting Service    top

The Interstate Reporting Service was established to facilitate the endorsement of certificates and licenses between respective states. The Service maintains a permanent record of candidate scores. All scores are automatically registered with the Service when they are reported to the state boards. At the candidate's request, the Service will report the score, accompanied by normative data that can be used to ensure appropriate comparison of scores over time and across test forms, to the board of another state in which the candidate seeks licensure or certification. The Interstate Reporting Service registers only scores on the Examination in Marital and Family Therapy. Other requirements for licensure are handled by individual boards.

To request the transfer of scores, candidates must complete an Interstate Reporting Service form. To receive a copy of the form, candidates can write to the Interstate Reporting Service, Professional Examination Service, 475 Riverside Drive, New York, NY 10115. Candidates should make a special note of the identification number assigned to them for the Examination in Marital and Family Therapy as this information is necessary in requesting a transfer. Candidates may request transfer of their scores at the time of administration or at any time thereafter. The fee charged for each transfer is $50.00.

Practice Exam    top

Two practice exams of retired test items are offered through www.AMFTRB.org. Visit the website to schedule the practice exam.

Further Information    top

For further information about procedures and requirements for licensure and scheduling of examinations, candidates should call or write the marital and family therapy licensing or certification board in the state in which licensure or certification is being sought.

Examination Advisory Committee    top

The Examination Advisory Committee is appointed by the Board of Directors of AMFTRB. Its members are chosen for their outstanding reputations and achievements in their respective specialties.

Members of the Examination Advisory Committee 2014

 

Mary Hayes, PhD
University of St. Thomas
TMH 451
1000 LaSalle Avenue
Minneapolis, MN 55403-2005
mahayes@stthomas.edu

Joe Scalise, EdD
1080 DaAndra Drive
Watkinsville, GA 30677
drscal@charter.net
Lois Paff Bergen, PhD
Exam Administrator
1843 Austin Bluffs Parkway
Colorado Springs, CO 80918
amftrblpb@prodigy.net

ProExam Program Assistants
Rosalyn M. Strain
Sr. Program Assistant
Professional Examination Service
475 Riverside Drive
New York, NY 10115
(212) 367-4200
rstrain@proexam.org
Sheryl McLeish
Program Assistant
Professional Examination Service
475 Riverside Drive
New York, NY 10115
(212) 367-4200
rstrain@proexam.org
 

MFT Program Directors
  Evelyn Tessitore
Program Director
Professional Examination Service
475 Riverside Drive, Suite 600
New York, NY 10115
Phone: 212.367.4217
Fax: 917.305.9845
etessitore@proexam.org
http://www.proexam.org
Rebekah J. Carter
Program Director
Professional Examination Service
475 Riverside Drive
New York, New York 10115
tel-212.367.4229
fax-917.305.9807
rcarter@proexam.org
http://www.proexam.org

Sample Questions    top

A. According to Minuchin, the therapist's methods for creating a therapeutic system with a family and of positioning himself/herself as its leader are known as:

  1. introjection.
  2. restructuring.
  3. joining.
  4. enacting.

B. Questions 1 and 2 refer to the following information:

Mr. and Mrs. Walter have been married for 1.5 years and have a newborn baby. They seek therapy to deal with behavioral problems involving Mrs. Walter's three children from a previous marriage. Mr. Walter angrily says that the children, ages 9, 12 and 16, "mouth back" at him and do not respect their mother's authority. Mr. and Mrs. Walter have started having serious fights.

  1. Which one of the following statements should the therapist make to help the family perceive their complaints from a systems perspective?
    1. "The children are having difficulty adapting to the new baby."
    2. "It is difficult to be a stepfather."
    3. "The marital relationship is being affected by Mrs. Walter's children."
    4. "You are experiencing a normal adjustment to becoming a stepfamily."

  2. The family therapist decides to focus initially on the times when Mr. Walters has thought that the children were respecting their mother's authority. The purpose of this focus is to help the:
    1. mother perceive her part in the interaction.
    2. father accept his role as a stepparent.
    3. parents to feel hopeful about the situation and to mobilize their resources.
    4. parents unite the marital dyad.

C. A therapist working with a couple gives the following instructions:

Get ready for bed; then I want you [the wife] to lie on your belly; then you [the husband] caress her back as gently and sensitively as you can; move your hands very slowly; do no more. In the meantime, I want you [the wife] to be "selfish" and just concentrate.

The therapist is here using a technique developed by Masters and Johnson and known as:

  1. guided fantasy.
  2. inverse massage.
  3. sexual paradox.
  4. sensate focus.

D. A family is referred for therapy to a family therapist in private practice. The son, age 17, has recently been discharged from a psychiatric hospital but has remained in individual therapy with a psychiatrist. He has a history of alcoholism and since his discharge has two charges pending against him for driving while intoxicated. The parents convey to the family therapist their concern that the psychiatrist is unaware of their son's recent alcohol abuse or of the pending charges. In this situation, the most appropriate initial approach for the family therapist would be to:

  1. continue to work with the family and advise the parents to call the psychiatrist so that he/she can brief the parents on their son's therapy.
  2. call the psychiatrist and inform him/her of the family's turmoil and the son's drinking episodes.
  3. encourage the son to talk to his therapist and ask the family members to sign a release of information form to facilitate coordination of treatment.
  4. refer the son to Alcoholics Anonymous meetings and work exclusively with the parents.

E. A correct statement regarding system maintenance is that it:

  1. is a therapeutic intervention for joining the family.
  2. is a therapeutic process supporting the relationship.
  3. describes the therapist's non-directive effort to provide symmetrical balance.
  4. may involve hidden payoffs for the resistant family.

F. In the use of videotape in working with families, the most essential condition is that:

  1. the equipment remains inconspicuous.
  2. all those to be taped agree to its use.
  3. its use will be necessary to achieve a certain goal.
  4. the worker will be personally comfortable with being taped.

ANSWERS: A. 3; B1. 4, B2. 3; C. 4; D. 3; E. 4; F. 2.

Examination in Marital and Family Therapy Testing Dates    top

Score reporting

An official score report will be mailed to state board offices 20 business days AFTER THE CLOSE of the testing window.

Exam Dates

The National Marital and Family Therapy Examination is administered via computer. Candidates have the opportunity to take the Exam during a 28-day window of time at testing locations offered through Prometric (Step 1. select Academic, Professional Licensure & Certification, Government, and Corporate Programs; Step 2. select Association of Marriage and Family Therapy Regulatory Boards; Step 3. select your location).

Candidates should contact their state boards concerning applications and eligibility requirements. After the state board has approved the applicant to sit for the Exam, the candidate should follow the payment instructions as defined by their state.

Candidates also will be asked to fill out an additional application for Professional Examination Service. Once the ProExam application is completed and the examination fee of two hundred and twenty dollars ($220.00) has been received, candidates will receive an identification number and information concerning the testing centers. Candidates will be instructed to contact Prometric directly to schedule their examination date and time. Please note that there is an additional seventy-five dollar ($75.00) site fee.

Please contact your state board directly with any questions concerning application deadlines and additional fees for licensure and application. Your state may have additional requirements that may supersede the ones outlined above.

Testing dates

2014

2015

Registration
Closes
Exam
Dates
Registration
Closes
Exam
Dates
01/20/2014
05/12/2014
08/04/2014
10/13/2014
01/13/2014 to 02/08/2014
05/19/2014 to 06/14/2014
08/11/2014 to 09/06/2014
10/20/2014 to 11/15/2014
01/03/2015
05/09/2015
08/01/2015
10/10/2015
01/10/2015 to 02/07/2015
05/16/2015 to 06/13/2015
08/08/2015 to 09/05/2015
10/17/2015 to 11/14/2015

© 2014 by the Professional Examination Service, Inc. All rights reserved. No part of this document may be reproduced in any form without the written consent of the Professional Examination Service, Inc., 475 Riverside Drive, New York, NY 10115.