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Single Case Study
In this section of the written component of the portfolio, the student is asked to describe,
in writing, their experience as a primary therapist with a single case, from inception and
introduction to completion and evaluation. The purpose of this section of the portfolio is to
allow the student to describe in great detail the how they managed a case from beginning
to end, and in the process of doing so, giving insight into the theories, techniques,
approaches, assumptions, supervision, and feedback that guided them through the
process. This component of the Portfolio will be evaluated by the faculty review committee
using a rating scale that evaluates the student based on the criteria indicated on the
current evaluation form found on the SHSS website.
Video Segments Presentation
This section of the Clinical Portfolio is designed to allow the student to demonstrate
through video segments, the correlation between theory and their actual clinical practices.
Each student is required to produce and display between 5-7 video segments that
demonstrate the connections between their theory/philosophy and their actual therapeutic
conduct in the room. For each segment presented, the student will describe the theoretical
concept, construct, or technique that they believe most accurately reflects the actions that
the audience is about to view. Students should preface the clips with ample information so
the audience will be able to follow well, as in a professional presentation.
The concepts, constructs, or techniques that the student describes and shows video clips
displaying can come from any of the classes, courses, or supervision they receive during
their training in the program. The clips can be arranged to represent a single clinical point
of view, or they may be arranged to represent a wide variety of the clinical approaches the
student has used in the course of their training. This part of the Portfolio should be
representative of a range of work that best demonstrates the student’s acquisition of
clinical and theoretical skills during the program, regardless of theoretical approach.
It is expected that students will conduct themselves in a professional and collegial manner
throughout the preparation of materials as well as throughout the presentation. The
process for selecting, editing and developing a video presentation is an involved process
that should be organized through the BTI office manager. The entire process may take 2
full months to complete due to the time needed to secure time and space with the media
service staff. Students should start early in the term for which they are registered in order
to complete the process.
The committee will consist of members of the full time family therapy faculty, selected on
a random, rotating basis. Once selected, the three members of the committee will receive
all portfolio materials for review. The review will be a public event, scheduled for a
maximum of one and one half hour. As a professional presentation, it is important that the
student allocate the time for presentation and questions accordingly. Punctuality, time
keeping, and facilitation are important parts of professional presentations.
The review will be publically announced to the Department of Family Therapy community,
and open for only faculty and students to attend. It will be scheduled for a minimum two
weeks after the announcement is formally made. These events are not only a review of the
student’s portfolio of clinical work, but also an opportunity for active conversation with,
and about, the clinical work of their colleagues of the dissertation. Care should be taken
regarding appropriate dress, professional demeanor, clarity of presentation, and respect
for clients and colleagues.
