Family Therapy Faculty Research Articles

An examination of gender difference in advancement and salary for Marriage and Family Therapy faculty members working in public universities.

Evidence for inequitable advancement and salary disparity for women in academia is compelling, but only a marginal amount of research has explored this in the field of Marriage and Family Therapy (MFT) specifically. Current research provides preliminary evidence that women remain underrepresented at the Full Professor rank and are paid less than men MFT faculty. This study collected publicly available data for MFT faculty in public universities to explore gender differences in advancement between ranks, salary disparity, and the representation of women and men in the highest and lowest paying niches of MFT academia. Results showed that, despite being 60.15% of MFTs in public universities, women were paid an average of $5596.25 less than men. Men were 1.40 times more likely than women to be promoted to Full Professor on time-within 13 years of their terminal degree. Implications for addressing inequitable advancement and salary disparity for women MFT faculty are discussed.

Indicators of LGB Affirmative Training: An Exploratory Study of Family Therapy Faculty Members

ABSTRACTThis qualitative study investigated the indicators that family therapy faculty used to determine the extent to which their programs were lesbian, gay, and bisexual (LGB) affirmative. The sample for this study consisted of 71 faculty members from accredited family therapy programs who completed an online survey. The thematic analysis revealed five categories: (1) Teaching, Supervision, and Research; (2) Presence of LGB Faculty, Students, and Clients; (3) Values and Beliefs of Faculty and Students; (4) Overall Program Environment; and (5) Not LGB Affirming. While many of the indicators were reflective of the recommendations in the existing literature on LGB affirmative training, there were a wide range of indicators identified.

How Prepared Are They? Exploring Couple and Family Therapy Faculty Members’ Training Experiences in Lesbian, Gay, and Bisexual Affirmative Therapy

This study investigated the training that couple and family therapy (CFT) faculty members have received on lesbian, gay, and bisexual (LGB) affirmative therapy. The sample consisted of 65 faculty members from accredited CFT programs. The on-line data collection involved two Likert scale items and one open-ended question. The study found that 45.6% of CFT faculty members reported receiving at least some LGB affirmative therapy training during their graduate studies. Additionally, the qualitative data analysis revealed that the LGB affirmative training of faculty members could be described by the following four categories: (1) Negligible Training, (2) Informal Training, (3) Coursework, and (4) Experiential Learning. The findings of this study provide crucial implications for both CFT training programs as well as for current CFT faculty members.

Marriage and Family Therapy Faculty Members' Balance of Work and Personal Life

A sense of imbalance is common among both professors and therapists, though few studies have been published examining the work and personal life balance of those who work in both professions simultaneously. Using in-depth telephone interviews, this study examined the work and personal life balance of 16 marriage and family therapy (MFT) faculty members. Results showed that six were satisfied with their balance, six were dissatisfied, and four were "middle of the road." Men, older participants, and those who were in their career longer were more likely to report feeling satisfied with their balance. Internal indicators of their balance included family and workplace messages, health indicators, feelings of contentment, and congruence with personal values. Child and relationship status, tenure status, and gender issues also impacted their sense of balance. Specific balance enhancers and reducers were highlighted, and participants discussed coping strategies and recommendations for other MFT faculty members. Clinical, training, and career implications are discussed.

Transformative Learning through International Immersion: Building Multicultural Competence in Family Therapy and Counseling

This study explores the experiences of graduate students who completed one of two international courses facilitated by family therapy faculty in a U.S. master's-level counseling psychology department. Participants reported that international courses were personally and professionally transformative. Spending time in a foreign country gave them opportunities to learn from cultural differences, ultimately increasing the social and global awareness required for multicultural sensitivity. Experiential learning, reflection, and dialogue resulted in raised critical consciousness among participants. In this article, we discuss the transformational learning processes embedded in international courses and the potential benefits of these experiences on the development of multicultural sensitivity in family therapists and counselors in training.

Evaluating and Treating Families

Evaluating and Treating Families

Witnessing: The Process of Hope

Abstract In this article, Weingarten's (2000) ideas about witnessing are applied to the events and aftermath of September 11, 2001. A discussion that occurred among marriage and family therapy faculty, supervisors, and students about the events of September 11 is examined from a systemic perspective. Structure, process, and patterns are identified through participants' responses on a questionnaire as well as the author's experience. Witnessing is seen as a collaborative, systemic process of creating hope, affected by structure and social context. Implications and reflections are also discussed.