Family Therapy Training Programs Research Articles

Marriage and Family Training Programs and Their Integration of Lesbian, Gay, and Bisexual Identities

This study assessed the current climate of marriage and family therapy (MFT) training programs concerning the integration of lesbian, gay, and bisexual (LGB) identities and the creation of inclusive training environments by surveying MFT core faculty members (n = 56) on their programs’ policies, curriculum, clinic procedures, and overall training in this area. Results showed that while many faculty members believed their program does a good job integrating LGB identities and training students for work with LGB clients, many indicated there are still areas in need of improvement. Recommendations for these improvements center on increasing inclusiveness and affirmations of LGB identities at the program environment level.

Challenges and Hope: Learning Family Therapy in the New Zealand Context

Learning the practice of family therapy in New Zealand is challenging. This is due to tensions within family therapy networks and the paucity of higher-level training opportunities. This article is an experiential account of some of the challenges faced whilst I have tried to learn family therapy in New Zealand. In an attempt to find a way forward, it uses an imagined transcript of a family therapy session. In conclusion, there is an acknowledgement that family therapy theory and practice operates in the context of the prominent epistemology of the day. A recommendation is made for universities to develop higher-level training programs in systemic theory and family therapy. A challenge is made to New Zealand family therapists, to enter into a transparent discussion with respect to difference, from a position of good intent.

Establishing the Validity of the Spirituality in Clinical Training Scale: Measuring the Level of Integration of Spirituality and Religion in Family Therapy Training

The existing literature suggests that family therapy training programs are not adequately preparing students to address spiritual and/or religious beliefs as a resource for change in therapy. Therefore, this study sought to validate the Spirituality in Clinical Training Scale (SCTS) as a measure of the level of integration of spirituality and/or religion in family therapy training. Additionally, this study examined the latent associations among the subscales of the SCTS and measures of personal importance of spirituality, spiritual clinical competence, and spiritual self-exploration. Finally, given that the type of educational institution (i.e., religious compared to non-religious schools) may influence the extent to which spirituality is addressed in training, this study examined whether attending a religious or non-religious institution moderated the associations among the SCTS and constructs used to assess validity. A sample of 341 master’s and doctoral family therapy students completed an on-line survey for this study. The results suggest that the SCTS is a reliable and valid measure for assessing integration of spirituality into family therapy training. The establishment of this measure is important given that no previous scale measuring the integration of spirituality into therapy training exists. The results also suggest that spiritual self-exploration is associated with increased use of interventions that integrate spirituality into therapy. Implications for clinical training are discussed.

Family Therapy in China

This paper aims to provide an overview of the family therapy in mainland China, by analyzing its development, current situation and future directions. The authors argue that the history of family therapy can be understood as three stages: introductory stage from 1985 to 1994, “blossoming” stage from 1995 to 2004, and “fast growing” stage from 2005 to present. In every stage, we can see clear differences in each of the following fields: training (including training programs in universities and workshops held by companies or institutes), academics (including research articles, professional books and conferences), and general public environment (including media and policies). We also outline the development of China’s first university system family therapy training program as an example and evidence of family therapy’s significant present and future development in mainland China. Based on this, we highlight some points for future improvement in family therapy in mainland China, including developing indigenous theories and practice models, reinforcing training and research programs in university systems, and improving accreditation standard for all family therapists.

Initiating Alumni Engagement Initiatives: Recommendations from MFT Alumni Focus Groups

This study examined alumni engagement within marriage and family therapy (MFT) training programs. Our aim was to fill the existing research gap in understanding how graduates of MFT academic programs can be effectively engaged. Seven focus groups (n = 35) were utilized to collect qualitative data. Participants discussed their thoughts, opinions, and perceptions about engagement, and how they could be successfully engaged, especially as it pertained to increasing advancement activities. Findings indicate that future alumni engagement strategies should address the following elements: Communication, loyalty, and social professional interactions. The results of this study provide MFT academic programs with a sound process from which they can successfully launch comprehensive data driven alumni engagement initiatives. The manuscript concludes by providing specific recommendations for MFT academic programs seeking to develop alumni engagement initiatives. This study provides an initial but important inquiry into the development of alumni engagement initiatives within MFT programs.

Gender Distribution in COAMFTE-Accredited Programs

This study examines gender distribution of faculty and students within a sample of COAMFTE-accredited marriage and family therapy training programs. The researchers' aim is to fill the existing research gap in understanding how females are represented in marriage and family therapy academic programs. A survey questionnaire and publically-available information was used to collect quantitative data. Student population results show a considerably higher percentage of females at both the master's and doctoral levels. Faculty data indicate a higher percentage of females in part-time positions but an underrepresentation of females at the highest academic ranks. This study provides an initial but important inquiry into gender distribution trends in marriage and family therapy academia.

Applying Western-Developed Family Therapy Models in China

Couple and family therapy increasingly are practiced around the world, using theoretical models developed primarily in Western countries. The degree to which these models are culturally relevant for “importing” into diverse cultures has received limited attention to date. This article describes an analysis of the degrees to which a diverse sample of models (Satir's experiential therapy, solution-focused therapy, cognitive-behavioral therapy, and structural therapy) are relevant for application with families in China, as well as what adaptations would make them more palatable and relevant for Chinese families. The analysis is based on a graduate seminar conducted at a university in Beijing, combining faculty and students from a U.S. and a Chinese couple and family therapy training program. The participants read professional literature, had class discussions, engaged in cross-cultural small group discussions, conducted role-play therapy sessions from a culturally sensitive perspective, and shared personal experiences in their own families and in conducting family therapy in their own country. In this article for each model examined we describe (1) core concepts of the model, (2) advantages and compatibility for working with Chinese families, (3) challenges and cautions for working with Chinese families, and (4) implications for adapting the model. The analysis suggests that Western-derived therapy models have considerable relevance for application with Chinese families but should be adapted to meet the characteristics of Chinese culture.

Medical Family Therapy: Charting a Course in Competencies

The skills and training medical family therapists need to be effective in their work is an underdeveloped area in the literature. Training programs in Medical Family Therapy (MedFT) currently vary in duration, intensity, and focus of material and most of this is due to the minimal research done on what core competencies are needed. The results presented in this paper are the product of a larger modified Delphi (Dalkey in Studies in the quality of life, Lexington Books, Lexinton, MA, 1972) study designed to reach consensus regarding the current definition, scope, and practice of MedFT. Thirty-seven experts in MedFT participated in this two-phase investigation. What resulted and will be reported on in this article are the training requirements and recommended core competencies for the practice of MedFT. Participants indicated that 12 academic course content areas and 13 core competencies should be required of those seeking training in MedFT. Recommendations for MedFT core competencies at the master’s, post master’s, and doctoral levels, as well as advancements for future research, are described in detail.

The Research‐Informed Clinician: A Guide to Training the Next‐Generation MFT

The gap between clinical research and practice is a major challenge facing marriage and family therapy (MFT) training programs. Until now, the answer to bridge this gap has primarily been the Boulder Scientist-Practitioner Model. Although realistic for doctoral students, it may not be a good fit for MFT master's students who have primarily clinical career ambitions-which we believe is a legitimate and positive career choice. The following article articulates a "research informed" perspective as opposed to the scientist-practitioner framework as a research-training model for clinically oriented MFT master's programs. After articulating the similarities and differences between these two approaches, the authors outline 10 practical ideas to integrate research into programs that desire to remain clinical in focus, but also research informed.

Marriage and Family Therapists' Endorsement of Myths About Marriage

Marriage and family therapy training programs aim to provide students with research-based knowledge about marriage and divorce. A group of 223 California-based clinical members of the American Association for Marital and Family Therapy (AAMFT) was surveyed on their endorsement of 21 myths about marriage. Therapists provided correct responses to an average of 9.4 of these items. Endorsement of specific myths correlated with varying demographic, professional and family of origin variables. Implications for therapist training, practice, and future research are discussed.

A Model for Reintegrating Couples and Family Therapy Training in Psychiatric Residency Programs

The authors propose a family-systems training model for general residency training programs in psychiatry based on the couples and family therapy training program in Stanford's Department of Psychiatry and Behavioral Sciences. The authors review key elements in couples and family therapy training. Examples are drawn from the family therapy training curriculum in a general psychiatric residency program. Conceptual and practical skills taught over the span of a psychiatric residency training program are described, focusing on: joining with the couple or family; seeing systemic patterns, recognizing the family's developmental stage, history, and culture; identifying family structure; and intervening systemically. This family-systems training model can serve as a resource for residency programs interested in integrating the couples and family therapy model more fully into their curricula.

Attachment From Infancy to Adulthood: The Major Longitudinal Studies

Professional Associate, School of Social Work McGill University Director, Couple and Family Therapy Training Program Department of Psychiatry Sir Mortimer B. Davis–Jewish General Hospital Montreal, Quebec, Canada (S. Bond) Associate Professor McGill University Chief, Department of Psychiatry Sir Mortimer B. Davis–Jewish General Hospital Montreal, Quebec, Canada (M. Bond) Resident, Year V, Department of Psychiatry Sir Mortimer B. Davis–Jewish General Hospital Montreal, Quebec, Canada (Miresco)

TRAINING EXPERIENCES OF INTERNATIONAL DOCTORAL STUDENTS IN MARRIAGE AND FAMILY THERAPY

Recognizing mental health needs of diverse populations, emphasizing cultural diversity, and recruiting ethnic minority students are important foci of current of marriage and family therapy training programs. However, the profession has made little progress in identifying the needs and experiences of its international students and practitioners. This research examines the experiences of doctoral-level international students across the areas of theory, clinical training, supervision, practice, and research. A qualitative methodological approach was used to explore the research questions. Thirteen in-depth interviews were conducted. Findings revealed that most respondents experienced some adjustment problems, want more academic and career support, and need increased recognition for their cultural differences. Recommendations for training international students are included.

International Dialogue: Our Experience in a Family Therapy Program

Abstract In this paper, we report our experiences as part of an international dialogue group within a U.S. family therapy training program. We describe the dialogue group and share the outcomes of our work together, including our understandings of how global relations, social positions, and personal/cultural characteristics influence our interactions within local contexts. We discuss how participation increased our international awareness and competence, offering two illustrations of how the group helped participants consider family therapy practice and research from a global perspective. Finally, we share the subjective experiences of student group members from the Southern United States, India, Turkey, and South Africa as testimony to the value of cross-national dialogue and to making space for affirming the unique journeys of international learners.

Co‐constructing a Cross‐Cultural Course: Resisting and Replicating Colonizing Practices

This article examines the cross-cultural complexities of teaching and learning processes at different levels in a family therapy training program delivered in a different country. It presents two interlinked narratives of an advanced family therapy training program delivered in Slovenia by a U.K-based family therapy training institute. The context in which the training was negotiated and planned is discussed, highlighting issues at the macrosystemic level. Dilemmas that arose in relation to differing beliefs about teaching and learning are elaborated. We examine power relationships, ways that we positioned ourselves and each other, and how we tried and sometimes failed to take these into account. We question how the issue of spoken language and its meanings creates its own constraints and power structures, and how we respond to the impossibilities of translation. We argue that it is through the examination of uncomfortable processes that we develop self-reflexivity and work toward more equitable relationships.

Issues of Language and Culture in Family Therapy Training

Recent census data indicate continued growth in immigration trends as American society becomes increasingly diversified. Marriage and family therapy (MFT) training programs are also experiencing a growth in the number of immigrant students. As such, issues of language and culture play a progressively significant role in the MFT training process. The purpose of this study was to examine client, trainee, and supervisor feedback concerning the experience of therapy with non-native English-speaking trainees. Several themes emerged from the written and oral responses of participants. Implications for training and future directions for research are discussed.

Addressing the Mental Health Needs of the Rural Underserved: Findings from a Multiple Case Study of a Behavioral Telehealth Project

Behavioral telehealth is a reasonable solution to the accessibility to mental health care problem that exists in many rural communities. This paper reports the results of a multiple case study of a behavioral telehealth program administered through a marriage and family therapy training program. The results suggest that mental health services can be effectively delivered using existing distance education technology to underserved rural populations. Rural communities have unique barriers to accessing mental health care, some of which can be overcome through the distance delivery of services and some of which cannot. In order to effectively deliver treatment, accommodations to the technology must be made by both therapist and client.

Involving Stakeholders

Therapists and supervisors engaged in the delivery of home-based services participated in three rounds of focus groups. Participants discussed the challenges they face doing home-based therapy and how a family therapy training program could modify its curriculum to better prepare trainees to meet these demands. Topic areas considered necessary for home-based practice were identified and the implications for training reviewed. The focus group methodology is described and is recommended as a useful tool for involving stakeholders, assessing specific aspects of a graduate family program, and improving student learning.

Who Should Be a Family Therapist? A Personal View of Selection for Training

The author presents a view of the selection of applicants for training programs in family therapy, drawing on his own experience. A case is made for the importance of selection, based in the notion that the profession is responsible for attempting to protect the therapy consumer from practitioners who are potentially unhelpful or even damaging. The qualities that are desirable in a trainee family therapist are itemised and discussed. The article then describes how particular selection processes can be used to identify appropriate and inappropriate applicants. The author stresses that a good selection process should be isomorphic with the program of which it forms the first stage.

Making space for racial dialogue: our experience in a marriage and family therapy training program.

Marriage and family therapy (MFT) training programs need to create opportunities for all students to develop cultural competency by raising their racial awareness and sensitivity. Likewise, therapists of color need to be offered space in MFT programs to voice their experiences and venues for their voices to be heard. This article reports on the efforts within a master's level, accredited MFT training program to create space, through participatory action research, for the unique experiences of therapists of color and White therapists who are deeply committed to racial sensitivity.