Family Therapy Education Research Articles

Decolonially speaking, sensing, and thinking: Racialized tuition-based family therapists learning without teaching.

We address the ethical implications of training and becoming family therapists in the United States when considering the colonial control and management of knowledge by the westernized institutionalized university. We do so decolonially. Through the work of decolonial thinkers, doers, and sensers, we center our discussion on the heteropatriarchal Eurocentric institutionalization of knowledge linked to the development and sustainability of structures of family therapy training through racialization and monetization. We discuss a decolonial understanding of race in relation to the liberalized politics of diversity, equity, and inclusion and upward mobility of family therapy education. Most importantly, we reflect upon the possibilities of reexistence within family therapy, fissuring the colonial structures of training tuition-based family therapists. We locate those possibilities through practices of crack-making, epistemic insurgence, and mischief. Our discussions and reflections are developed throughout by thinking, sensing, and speaking decolonially, storying our racialized incarnated lives from the saberes, ज्ञान, rhythms, vapors, or tastes of our communities, displaced by the European cannon. We embrace a decolonial pedagogy of learning without teaching, positioning family therapy education as a site for sociopolitical struggle and action toward possibilities of reexistence.

Experiences in global mental health.

Participating in Global Mental Health program development and education and training efforts is rewarding and exciting work. The author describes several global experiences he has engaged in over the past 30 years, which has focused on teaching and encouraging family therapy and mental health care that support human rights and promote human development as innovated and promoted by the Global Alliance for Behavioral Health, formerly the American Orthopsychiatric Association. The author learned through participation that merely presenting mental health information and treatment approaches through lecture presentation was not adequate to help professionals and advocates in low- and middle-income countries to build sustainable mental health care systems in their home regions. The author engaged in several collaborative program development efforts with local professionals at their invitation. These programs, consisting of multiyear partnerships based on the needs and culture of the home region, will be described in the article. The programs, based on relationships between local professionals and a U.S. team of experts in child mental health care, had long-term positive effects and were highly rewarding. The basis for these programs was an invitation by local professionals, followed by collaboration in setting the agenda for the U.S. professionals' visits, an on-going relationship in which local professionals trusted that the visitors want and need to understand the local cultural environment, and improvements that will be most helpful and sustainable. In this process, the author learned about the cultures he worked in and was a part of extremely meaningful and enlightening relationships and experiences. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Remembering the Future: Situating Oneself in a Constantly Evolving Field

Fields of knowledge are constantly evolving. The postmodern turn in the social sciences and the influence of social constructionism have greatly affected the field of family therapy over the past 30 years. In this retrospective view of the evolution of family therapy, I examine some of the critical changes, including not only major theoretical considerations but also sociopolitical issues. I question the current state of family therapy education, and I further raise the question of how a postmodern, social constructionist, narrative approach can serve our students and our clients. I propose that not only situating ourselves in the epistemology that is shaping us but also maintaining a questioning stance that allows us to continually ask ourselves in what discourse we are standing will serve us well, not only now in times of uncertainty but perhaps far into the future.

Reflections on a “Black and White” Model of Teaching Family Therapy to First Nations Students

In this transcribed interview, facilitated by the paper’s third author, Stephen Andrew, Robyne (Robbie) Latham and Banu Moloney discuss La Trobe University’s Graduate Certificate in Family Therapy: First Nations, the development of its pedagogy, its importance to Indigenous and non-Indigenous therapists, the complex relationships between teaching, learning, and listening, and the deep, cross-cultural significance and power of words such as “family” and “therapy”.

“Feminism is Intersectional”: Interview with Evan Imber-Black, PhD on Feminism and Marriage and Family Therapy

ABSTRACT Evan Imber-Black, Ph.D. is a prominent figure and has made major contributions in the field of family therapy since the 1980s. Currently, she serves as a Professor and the Program Director of the MFT Program at Mercy College in Dobbs Ferry, New York. Dr. Imber-Black is internationally recognized for her scholarly commitment to systemic research and therapy. She served as editor-in-chief of Family Process and has authored many original papers and books that have influenced models of practice, including family rituals and family secrets. Dr. Imber-Black’s career demonstrates the power of leadership in family therapy, and that within this field one can succeed and impact families through all sectors of systemic therapy: clinical practice, research, teaching, and mentorship. This interview explored the history of a powerful woman who rose to the ranks of a boy’s club in the MFT field and discusses the gender and racial/ethnic disparities within the field today. She shared her perspective of intersectionality in contemporary feminist family therapy practice and education.

Couple/marriage and family therapist extent of training for working with families impacted by substance use

AbstractObjectiveThe goal of this study was to explore substance misuse training exposure and preparedness among couple/marriage and family therapists (C/MFTs) who graduated from Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) programs.BackgroundIn 2018, approximately 53.2 million individuals aged 12 years and older reported using illegal substances. Substance misuse has a significant family impact, and family system patterns can contribute to the development or maintenance of substance misuse issues. Couple/marriage and family therapists (C/MFTs) are well positioned to work with families impacted by substance misuse, as their standard training focuses on the interplay of relationships and systems in the development and maintenance of individual and family functioning. However, the extent of substance misuse–specific training within accredited C/MFT graduate programs is still unclear.MethodThe present study used a mixed‐methods convergent design to explore substance misuse training exposure and preparedness among C/MFTs who graduated from COAMFTE programs. A total of N = 109 individuals participated in online assessments, and n = 8 completed interviews. Quantitative and qualitative data were collected during the same phase, analyzed separately, and then integrated and interpreted to gain a comprehensive understanding of substance misuse training and workforce experiences among C/MFTs.ResultsNinety‐three percent of respondents (n = 101) reported very little to no substance misuse training in their programs (no course to one course in their COAMFTE‐accredited programs), despite consensus among respondents that such training and related supervision would be valuable.ConclusionTraining recommendations are provided for the inclusion of substance misuse coursework among graduate‐level training programs.ImplicationsA C/MFT educational program pursuing curriculum changes to include more substance misuse–related content may encounter several challenges. Implications for addressing challenges are discussed.

Marriage and Family Therapy Masters Students’ Diversity Course Experiences

ABSTRACT In 2017, the Commission on Accreditation for Marriage and Family Therapy Education implemented updated accreditation standards requiring course credits educating students on issues related to diversity, power, privilege, and oppression. This qualitative study explored students’ required diversity curricula experiences from accredited C/MFT master’s programs. Semi-structured interviews with master’s students (n = 20) from programs across 11 US states were conducted. Thematic analysis revealed 3 key themes which impacted student learning experiences: perceptions of safety, course materials and structure, and systemic influences. Study participants emphasized the importance of quality diversity education and provided valuable feedback on how to improve course development in accredited masters C/MFT programs.

Hypothyroidism Induced Mania: A Case Report

Hypothyroidism is associated with myriad of medical, neurological as well as psychiatric symptoms. There is classic association of depression with hypothyroidism and of mania occurring with hypothyroidism. Only few cases of mania associated with hypothyroidism are reported. This is the first case of mania associated with hypothyroidism in Nepalese patient. We report a case of 30-year-old female with symptoms of mania induced by primary hypothyroidism. She had no previous history of psychiatric disorder but her father was diagnosed depression. Psychosocial factors contributed to noncompliance of Tablet. Levo thyroxine. She was successfully managed with Tablet. Aripiprazole, thyroxine replacement, family therapy and psycho education sessions. Therefore, clinicians should be aware to assess thyroid function in patients presenting with mania, especially females with first episode. We should also evaluate for mania symptoms in cases of hypothyroidism. Psycho education of patient and family play vital role in the treatment process.

Marriage and Family Therapy Education and Training: The Development of a Competency-Based Model

The turn of the century saw a shift from input-based to outcome-based education in Marriage and Family Therapy (MFT) training. An attempt was also made to establish core competencies that practitioners of MFT should attain to provide effective client care. These developments had a significant impact on version 11.0 and 12.0 of the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) Accreditation Standards. Since then, MFT educators have used these standards and guidelines to transition their programs from input-based to competency-based education. The MFT program at a West Coast University was the first COAMFTE accredited program to propose an alternative competency model requiring the completion of 300 direct client contact hours instead of 500 h for all students in the program, when it went through the process of reaccreditation in 2019. The program was granted renewal of accreditation in May 2020. Since then, version 12.5 of the COAMFTE Accreditation Standards have been released and this University’s competency model is aligned with these new standards. This article provides an overview of the competency model used by the MFT program at this University which can serve as an example for other MFT programs. Trends and future directions in competency-based MFT education are also discussed.

A Need of Further Training for Marriage and Family Therapy Students’ on Food Addiction and Related Eating Disorders

The purpose of this study was to explore Marriage and Family Therapy students’ perspectives regarding food addiction and associated eating disorders, as a clinical treatment issue. In a standard addictions course housed in a Marriage and Family Therapy program approved by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE), 20 students completed a qualitative survey where they reflected on the topic of food addiction, Binge Eating Disorder, and Bulimia Nervosa, within the context of individual, couple, and family relationships. In the study four major themes emerged, which included (1) Defining Food Addiction, (2) Perceptions of Eating Disorders, (3) Conceptualizing Systemic Treatment, and (4) Experiences in clinical training. Clinical implications, recommendations for MFT education, clinical practice, and future research are discussed. Findings suggest that while MFT students in the study were well versed in conceptualized systemic treatment, it was of a general treatment and understanding using MFT theory, and not in relation to or specifically concerning food addictions and their connection or distinction from Binge Eating Disorder and/or other eating disorders found in the Diagnostic and Statistical Manual, potentially impacting the level of skillfully and appropriately working with clients.

Adapting Open Dialogue for Early-Onset Psychosis in Latvia: Barriers and Facilitators

Abstract Open Dialogue (OD) is the Finnish crisis intervention approach based on an open dialogue involving various professionals and a trusted person of the patient. This publication has demonstrated both clinical and economic benefits from the implementation of the principles of OD. The implementation of this approach was started in Latvia in cooperation with Dr. D. Ziedonis from the Department of Psychiatry, University of Massachusetts Medical School (today working at University of California San Diego), by translating into Latvian “The Key Elements of Dialogic Practice in Open Dialogue” and carrying out expert consensus panel discussions on the barriers and facilitators of the approach. The obstacles are linked with the lack of education in family therapy, lack of resources, possible problems of cooperation among professionals, and the existing standard practice where there are no active home visits in crisis situations. At the same time, positive elements that are close to Latvian psychiatry can be observed in the OD approach, for instance, the importance of a clinical conversation and listening to the points of views of family members encourage psychiatrists in Latvia to use this approach. The setting of OD could be community-based mental health centres as well as inpatient psychiatric departments dealing with acutely psychotic patients. OD can be a valuable addition and alternative in the case of new psychotic patients when treatment with medications is not efficient, and the patient is not favourably disposed to the use of medications, but nevertheless is seeking help.

Closing the Loop: Addressing Diversity in a COAMFTE-Accredited MFT Education Program

Diversity and inclusion have become key phrases within Marriage and Family Therapy education programs, particularly those accredited by the Commission on Accreditation for Marriage and Family Therapy Education, as there are standards related to these concepts. However, consistent guidelines regarding how to infuse diversity and inclusion into Marriage and Family Therapy education are lacking. The current article provides an outline of one Marriage and Family Therapy education program’s preliminary efforts to ‘closing the loop’ on the instruction and evaluation of diversity and inclusion with the program. The closing the loop process involved six steps 1) explore the MFT literature and relevant organizations, 2) collect data from key practice oriented stakeholders using qualitative and quantitative measures, 3) review current procedures and brainstorm, 4) consult with key knowledge oriented stakeholders, 5) develop and implement a comprehensive and thorough assessment and evaluation plan, and 6) aggregate and evaluate data to engage in modification to the assessment plan as warranted. This paper has two goals. The first goal is that this paper will serve as an example for other programs who are struggling to infuse or demonstrate the infusion of diversity and inclusion within their programs. The second goal is to reflect on lessons learned from this program’s quality improvement process.

Faith Integration in Marriage and Family Therapy Education: A Delphi Study of the Learning Experiences of Students Enrolled in Christian Faith-Based MFT Graduate Programs

This study explored how students in Christian faith-based marriage and family therapy (MFT) graduate training programs are taught and learn to integrate their faith with the discipline of MFT. A Delphi method was utilized to develop consensus among a panel of students enrolled in faith-based MFT training programs regarding what teaching methods and subject matter are most useful to MFT students’ integrative education. The results of this study indicated several helpful means by which to educate MFT students in matters of faith integration and also highlighted various ways in which students learn to connect their Christian beliefs and practices to the profession of family therapy. In tandem with these results, a number of recommendations for teaching integration to students enrolled in Christian faith-based MFT graduate programs are also discussed.

Family Education and Family Therapy: Tools for Relational Change

In this paper, I wish to outline the substantive base for family education and family therapy in the necessary interaction of family members to secure uniquely human needs –to create a secure and safe base, to belong, to communicate, to have choices within an ethical, relational framework, to grow, to interact, to care for others and to love. Family interaction, if it is successful, creates the context for human development and human care of vulnerable persons –all of us. I will use these reflections on the substance of family interaction briefly to discuss family therapy and family education and raise questions for further work in this area.

Implementing Family-Based Musical Interventions in Family Therapy: A Mixed-Methods Research

Although rarely used by family therapists, musical interventions have the potential to become a more common technique in family therapy. Music’s unique therapeutic properties engage families, including young children and adolescents, in a meaningful, therapeutic, “here-and-now” creative process. Musical interventions act as catalysts, enable direct communication, and augment authentic communication patterns in a playful atmosphere. The purpose of this explanatory mixed-methods research was to obtain a greater understanding of the clinical applicability, therapeutic value and future implementation of a musical intervention carried out by family therapists in a family therapy context. The study explored the outcomes of 35 participating family therapists who attended a designated workshop on a structured family-based musical intervention, 18 of whom then applied 38 family-based musical sessions focused on family roles in their clinical work. The results illustrate the family-based musical intervention is a noteworthy tool for family clinical assessment and treatment, easily applicable in a variety of private and public settings with diverse populations. Musical instruments used as intermediary objects are potent vehicles for growing family awareness, functioning, and congruence, as well as inducing opportunities for change. The family-based musical intervention manifests the potential of an interdisciplinary, holistic, biopsychosocial approach to promoting individual and family wellbeing. The article also addresses ethical considerations and implications for family therapy training and education programs.

Developmental Pedagogy in Marriage and Family Therapy Education: Preparing Students to Work Across Epistemologies

As new practice domains open up for practitioners of family therapy in the medical, organizational, and human relations fields, family therapy educators and supervisors are required to cross the epistemological spaces of scientist‐practitioner, postmodernism, and critical theory. These new possibilities challenge family therapy educators to become comfortable moving between multiple epistemologies and require a hybridization of knowledge and pedagogical approaches. This article identifies multiple conceptual frameworks for teaching graduate students theories of family therapy and introduces a meta‐pedagogical framework for a developmental pedagogy that supports integration of seemingly differing epistemologies.

A Contextual Therapy Framework for MFT Educators: Facilitating Trustworthy Asymmetrical Training Relationships.

This article provides a conceptual framework for asymmetrical relationships between family therapy educators and trainees. Our framework is based on contextual family therapy, and we apply the concepts of trust, entitlement, self-validation, and loyalty to training relationships. We highlight the value of educators modeling responsible uses of power in addition to teaching trainees clinical concepts and skills. We propose that training can be a process where trainers earn constructive entitlement through their interactions with trainees, who then give to future clients, supervisees, and trainees to continue the cycle of intergenerational trustworthiness. We also provide examples that illustrate the application of contextual therapy skills such as multidirected partiality, I-Thou relating, acknowledgment, validation, and accountability to family therapy training.

Integrating Spirituality in Marriage and Family Therapy Training

Interest is growing in how to integrate spirituality into family therapy. Closely related to this development are efforts to include spirituality in marriage and family therapy training. Students in various fields are expressing interest in spirituality and the desire to have it integrated into their training programs. However, not all family therapy training incorporates spirituality as part of rigorous academic inquiry while considering the personal and cultural components of spirituality in the curriculum. This article examines approaches to integrating spirituality in a Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited program at Christian Theological Seminary (CTS). A review of research on spirituality in training programs is offered as well as current approaches that address spirituality. The pedagogical approach at CTS is then explicated. The curriculum includes courses in religion and others that integrate spirituality/theological reflection with family therapy. ‘Integration of Self, Systems, and Spirit’ and a Capstone Presentation that showcases an integrative method are described. Finally, implications for training in secular universities and agencies are articulated, with suggestions for future exploration.

The use of Theory in Family Therapy Research: Content Analysis and Update.

In this study, we evaluated 275 empirical studies from Journal of Marital and Family Therapy and Family Process from 2010 to 2015 on their use of theory, and compared our findings to those of a similar previous analysis (Hawley & Geske, 2000). Overall, theory seems to have become much better incorporated in empirical family therapy research, with only 16.4% of the articles not using theory in either their introductory or discussion sections. Theory appeared better incorporated in the introductory sections than in the discussion sections. Systems theory remained the most commonly used conceptual framework, followed by attachment theory. We discuss areas for improving theory incorporation in family therapy research, and offer suggestions for both family therapy researchers and educators.

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

This expanded replication study used consensual qualitative research to examine 12 lesbian, gay, and bisexual (LGB) supervisees’ experiences with LGB-affirmative and non-affirmative supervision in Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE)-accredited programs, and the impact of these experiences on their personal/professional development, supervisory relationship, and work with clients. LGB-affirmative supervision was characterized by a context of safety, inclusion, affirmation, and knowledge about LGB identities, which positively affected their development, supervisory relationship, and client work. Non-affirmative supervision was characterized by a context of bias, lack of respect, and marginalization, which negatively affected these areas. Implications for theory, research, and supervision are discussed.