Scholarlink

<p>This article describes the findings of a study that explored potential factors that influence the pass rate for those taking marriage and family therapy (MFT) licensing exams, both the national and California exams. An online, national survey was conducted to determine factors associated with passing the MFT licensing exams. The survey included measures of test anxiety, coping strategies, perceived stress, and experience of discrimination. The demographic results included patterns of racial and age disparities similar to those reported by the Association of Social Work Boards (2022), especially for Black respondents. Specific and readily implemented recommendations for making the current exams more equitable include (a) changing the phrasing of questions, (b) clarifying and reducing the scope of the content, (c) reducing the number of questions during the 4-hour period, and (d) ensuring adequate accommodations for disabilities.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Licensing Exam Pass Rate Disparities in Marriage and Family Therapy: Using an Analysis of Predictive Factors to Inform a More Equitable Licensing Exam Process

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年1月6日

查看全文
  • Kevin Lyness,
  • Diane Gehart,
  • Brian Hannigan,
  • Barrie Birge,
  • Sheiketha Ross

摘要

This article describes the findings of a study that explored potential factors that influence the pass rate for those taking marriage and family therapy (MFT) licensing exams, both the national and California exams. An online, national survey was conducted to determine factors associated with passing the MFT licensing exams. The survey included measures of test anxiety, coping strategies, perceived stress, and experience of discrimination. The demographic results included patterns of racial and age disparities similar to those reported by the Association of Social Work Boards (2022), especially for Black respondents. Specific and readily implemented recommendations for making the current exams more equitable include (a) changing the phrasing of questions, (b) clarifying and reducing the scope of the content, (c) reducing the number of questions during the 4-hour period, and (d) ensuring adequate accommodations for disabilities.