International Competence Research Articles

Developing and validating a self-assessment tool for assessing confidence of nurse-midwives against competency domains of the International Confederation of Midwives, in India.

While midwives are recognized as primary care-providers for maternal and new-born care in many parts of the world, India is transitioning to professional midwifery. The pathway to midwifery in India has been through integrated nursing and midwifery education. Since 2018, India has introduced an 18-month post nursing midwifery education programme. To establish a baseline for midwives' competence and measure progress, there is a need for a quick, easy-to-administer and low-cost tool that can be used at scale to guide programme efforts. This paper describes the process of validation and testing of a tool to assess the confidence of practicing nurse-midwives as a proxy indicator for competence against the seven competency domains of the International Confederation of Midwives (2013). A total of 2198 nurse-midwives, providing maternal and new-born services at the time of the study, from 442 public and private hospitals across six states in India, responded to a self-administered questionnaire. The tool is psychometrically sound and can potentially be used in low-middle-income countries to measure confidence of midwives and nurse-midwives against international competence standards. It is suitable for quick large-scale programmatic assessments within a short time period, providing evidence to inform midwifery strengthening initiatives. The tool can be contextualized to suit specific country contexts. Since it was tested in India, where a distinct cadre of midwives is not yet established and nurse-midwives provide maternity care, the tool can be easily adapted for use in other countries in the South East Asia Region with similar contexts.

The Implementation of the National Standards for Higher Education Policy as Quality Assurance

Nahdhatul Ulama (NU) College in Aceh differs from other private universities because it has a complex organizational structure compared to other private universities. Nahdhatul Ulama (NU) College in Aceh, apart from being a higher education foundation leader, must also synergize with the Nahdhatul Ulama (NU) organization. This is what drives the author’s interest in studying the implementation of the National Higher Education Standards in quality assurance improvement at Nahdhatul Ulama College in Aceh. In this study, researchers focused on the implementation of the National Standards for Higher Education Policy at Aceh’s Nahdhatul Ulama Sharia Science College. The method used in this research is descriptive-qualitative. Furthermore, the data source used is the results of interviews with informants, who serve as primary data, and other documents as secondary data. In determining the informants, the researcher used the Purposive Sampling Technique; the data were then obtained through interviews, and documentation was analyzed using the Interactive Model, which follows the flow from data collection, data display, data condensation, and conclusions. Based on the results of research and findings, there are leadership, information technology, infrastructure, finance, university values, and culture, which include attitudes, habits, organizational behavior, work ethics, creating, serving, and interacting with colleagues and the community with good results, all of which contribute to organizational capacity in implementing internal quality assurance at the college. On the other hand, the limited opportunities available to academic staff to enhance their national and international competencies in line with their positions and areas of expertise and the inconsistent application of the PPEPP model at Aceh’s Nahdhatul Ulama College are some of the weaknesses. The implementation of the internal quality assurance system at Aceh’s Nahdhatul Ulama College demonstrated a good strategy; however, there are still areas that require constant improvement in addition to upholding current standards. Keywords: policy, education policy, quality assurance, national standards for higher education

The Strategic Role of Ideological and Political Education in Enhancing College Students' Global Perspective and International Competence

The Strategic Role of Ideological and Political Education in Enhancing College Students' Global Perspective and International Competence

Reassessing Hospitality Education to Foster Connections Between Industry and Academia

The pandemic has had widespread impacts on Hospitality and Tourism, including its educational sector. It has brought challenges such as adapting to technology, addressing student counseling needs, managing enrollments, handling student behavior issues, and ensuring effective practical training in areas like Food Production and Food & Beverage management. These challenges underscore the necessity for reforms within this sector. Traditional academic practices must be reevaluated to incorporate new technologies and innovative teaching methods, while also introducing new subjects like soft skills, startups, and entrepreneurship. The longstanding gap between industry and academia needs to be reexamined, with a focus on enhancing mutual understanding through better information exchange. Research suggests that although academics often propose changes to hospitality training, industry acceptance can vary. While technical skills remain vital, both sectors should prioritize developing critical thinking, problem-solving abilities, strategic planning, and leadership skills in their curricula. The goal should be to equip students with competencies that add significant value. Academic programs offer foundational skills and transferable knowledge, complemented by practical industry experience. Balancing these skill sets presents a significant challenge for both sectors. External factors such as globalization and technological advancements underscore the need for international competencies, emphasizing problem-solving and critical thinking. This paper aims to assess the quality of hospitality and tourism education across various dimensions—curriculum, faculty, strategic planning, administration, student achievement, and resources—and proposes strategies to foster a mutually beneficial relationship between industry and academia.

An International Competency Framework for High-Quality Workforce Development in Integrated Care (IC): A Modified Delphi Study Among Global Participants.

There have been increasing calls in the literature recommending training in integrated care (IC) for health and social care professionals. Although studies have focused on different stakeholders' perceptions of education and training, there is no consistent definition of the key competencies or approach to implementing these competencies among health and social care providers. This study used a modified Delphi consensus-building method with global panellists with experience in delivering and designing training in IC to ascertain which competencies are important in an international framework guiding workforce development in IC. A four-step methodological process was used. First, a scoping review identified a potential list of competencies and features of education and training in IC. Second, predefined criteria were used to identify global panellists with IC education experience. Third, two anonymous iterative Delphi rounds were conducted to (1) reach a consensus on the level of importance of the competencies and key themes to be included and (2) identify existing models of training in IC. This was followed by the analysis of the Delphi study and presentation of the results. A list of eight domains and 40 competencies was generated. Twenty-one panellists reviewed the competencies in the first and second round. The highest importance rankings were allocated to person-centred care, interprofessional teamwork and care coordination. The lower-ranking domains focused on professional workforce attributes. The study provides a global consensus on the competencies required for workforce training and development in IC and offers recommendations on how these competencies can be implemented in higher education and vocational institutions and workplace settings. The results will be useful for developing policy and curriculum by health and education providers and accreditation bodies.

Structures, aims and needs of early career scientists at the German Center for Mental Health

Early career scientists (ECS) are agents of change and driving forces in the promotion of mental health. The German Center for Mental Health (DZPG) is apowerful initiative to guide and support careers in the field of mental health. The DZPG aims to make investments to educate, engage, excite, and empower ECS in an interdisciplinary and interinstitutional scientific community. To achieve this, the ECS Board at the DZPG plays acentral role and consists of 18elected ECS representatives. The ECS culture gives members the right of voice and embraces bottom-to-top ideas and acknowledges autonomy and co-determination. The DZPG academy was developed to facilitate communication and networking and encourage collaboration among ECS members. The DZPG also navigates several key issues, such as equality, diversity, inclusion, family friendliness and work-life balance, which are essential for afunctioning research landscape. The DZPG also extends opportunities to ECS to develop skills and competencies that are essential for contemporary ECS. It complements nationwide support for ECS with funding opportunities, mental health support at work, careers advice and guidance activities. Importantly, the ECS Board is committed to patient and public involvement and engagement, scientific communication and knowledge transfer to multiple settings. The DZPG will contribute to fostering ECS training programs for student and academic exchanges, collaborative research, and pooling of resources to acquire grants and scholarships. It will also support the establishment of hubs for ECS networks and promote the expansion of international competence of ECS in Germany.

Relationship between interprofessional collaboration and psychological distress experienced by healthcare professionals during COVID-19: a monocentric cross-sectional study.

Since the onset of the COVID-19 pandemic, global healthcare systems have faced unprecedented challenges, leading to significant psychological distress among healthcare professionals. Recognizing the importance of enhanced interprofessional collaboration in alleviating this burden, as emphasized by the World Health Organization in 2020, we investigated whether such collaboration could mitigate staff psychological distress during crises. To our knowledge, no study has yet explored the role of interprofessional collaboration as a resilience factor in crises. For this monocentric cross-sectional study at a German university hospital, we examined the relationship between the quality of interprofessional collaboration and the psychological distress of healthcare professionals during the initial pandemic wave. We employed validated mental health instruments, such as the GAD-7 and PHQ-2, to assess anxiety and depressive symptoms. Additionally, custom-designed questionnaires evaluated "Pandemic-Associated Burden and Anxiety (PAB; PAA)" and interprofessional crisis management experiences. A novel "Interprofessional collaboration and communication (IPC)" assessment tool was developed based on international competency frameworks, demonstrating strong reliability. The study involved 299 healthcare professionals (78.6% in direct contact with COVID-19 patients). Moderate levels of PAB/PAA were reported. However, a significant proportion experienced clinically relevant anxiety, as indicated by GAD-7. Negative IPC perceptions correlated with higher levels of psychological distress. Linear regression analysis showed associations between interprofessional collaboration and anxious and depressive symptoms, and pandemic-related burden. Our findings highlight the vital role of enhanced interprofessional collaboration in strengthening the psychological well-being of healthcare professionals during crises. The study underscores the need to foster a collaborative environment and integrate interprofessional education for resilience.

Towards the Efficiency of Modern International Financial Institutions: Systemic Methodological Approach

Subject. The variety of international financial institutions (IFIs) that regulate international monetary, credit and financial relations (IMCFR) raises the question of assessing the effectiveness of their activities and the degree of influence on financial stability in the global financial market. Objectives. Based on the categorization of MFIs and a systematic approach to assessing the degree of their mutual influence on the IMCFO system and the global economic system, develop criteria for assessing the effectiveness of MFIs in terms of achieving their statutory goals and ensuring financial stability. Methods. Dialectical methods, the method of system analysis, the method of analysis and synthesis, and the didactic method were used. Results. MFIs are divided into 3 groups according to the taxonomy of influence on ensuring financial stability; within the framework of a systems approach, direct and reverse channels of influence of MFIs of 3 groups on each other and on the IMCFO system and the world economy, the economy as a whole, are analyzed. The criteria for assessing the effectiveness of IFIs are substantiated, including: assessing the degree of influence of IFIs on the composition of economic relations in the IMF; the relationship between the international competence of the institution in regulating the International Monetary Fund and the availability of the necessary powers and financial resources to solve the assigned tasks; simplicity and ease of procedure for allocating the necessary resources to mitigate financial shocks in the IMF and solve short-term problems with the balance of payments. Conclusions. Based on reasonable efficiency criteria, the growing importance of type 2 and type 3 MFIs is recorded, with a certain degradation of “classical” type 1 MFIs and segmentation of regulatory contours to the level of regional associations and professional communities.

Technická kompetencia vo výučbe prekladateľov: východiská, súčasný stav a možnosti vývoja

This article deals with technical competence in translator training. It first focuses on the development of thinking about this competence in Slovakia, mentioning translation studies scholars who asked themselves what knowledge and skills a good translator should possess. It also briefly describes how technical competence is defined by the international competence framework European Master’s in Translation. The next practical part of the article contains a comparative analysis of some of the existing Slovak research focused (not only) on the technical competence of Slovak translators. In the last part of the article, we present our attempt to propose a model of teaching translation with a focus on acquiring technical competence. In doing so, we draw on the aforementioned research on the Slovak translation market, on students’ requirements, the integrated model of teaching professional translation (Kraviarová, 2014; Angelovičová – Bachledová, 2021), Lisá and Newman’s model of competences (2020) and on technical competences as defined by EMT (2022). This article's main aim is to propose a model that reflects the current market needs, students’ demands and rapid technological development.

Education and training of clinical research professionals and the evolution of the Joint Task Force for Clinical Trial Competency.

Clinical research professionals play a critical role in the design, conduct, and oversight of clinical trials, and they must have the knowledge, skills, and abilities to ensure that trials are conducted ethically, safely, and in accordance with regulatory requirements. As clinical research has evolved from being a necessary activity for the development and regulatory approval of new medicines to an accredited academic discipline and, more recently, to a globally recognized profession, the methods of education and training of professionals have also evolved. Initially, on-the-job informal coaching and specialized training organizations led to formalized and accredited academic degree programs and, more recently, to international competency standards and competency maintenance through continuous professional development. The Joint Task Force (JTF) for Clinical Trial Competency is a multidisciplinary, international group of experts who came together to aggregate and refine competency standards for clinical research professionals, first published in 2014. The 8 domains and 49 specific core competencies of the JTF Framework have become a globally recognized standard upon which education and training programs, role descriptions, and upward mobility criteria for professionals are now based. The JTF meets regularly and, through its workgroups, continues to evolve in response to the changing needs of the profession. The JTF is committed to continuous improvement to ensure that clinical research professionals have the competence necessary to conduct safe, ethical, and high-quality clinical research.

Some results of curriculum analysis in preschool education

The article is dedicated to solving modern important problems in the field of preschool pedagogy. At the pre-school education level, learning is focused on specific content areas and the curriculum is designed to provide different skills and competencies through domains of learning. Required skills and competences have been developed in the Handbook of Preschool Education Curriculum and its implementation, based on the domains of learning in kindergartens. The competencies defined in the Measuring Early Learning Quality and Outcomes (MELQO) that required to be acquired by preschool children were reviewed and the competences included in the Mongolian curriculum were also analyzed in comparison with MELQO. Learning outcomes and competencies were defined in the preschool education curriculum in Mongolia, which are incorporated in domains of learning in kindergartens. Those learning outcomes and competences are found to be relatively consistent when compared with MELQO. However, the results of the analysis showed that some competence\skills, such as moral values and learning approaches need to be formulated, and implemented in the curriculum in accordance with the characteristics of the national culture, and heritage of the country. This study presents some results of competence analysis of the preschool curriculum of Mongolia compared to international competences.

Assessing Computer Literacy and Socioreligious Perspectives among First-Year Cadets in International Maritime Education at Maritime Institute Jakarta (STIP Jakarta)

This academic research delves into the critical examination of the computer literacy and socioreligious perspectives of first-year cadets enrolled in the International Maritime Education programme at Maritime Institute Jakarta (STIP Jakarta). The study focuses on 200 randomly selected cadets who represent a diverse range of cultural and linguistic backgrounds within Indonesia. As future global officers, these cadets are integral to the maritime sector's international landscape and are expected to communicate fluently in English, adhering to the standards set by the International Maritime Organization's International Maritime Education and Training (IMO-STCW) guidelines. The research is centred on the first semester cadets, freshly graduated from senior high school, enrolled in three majors: Nautical, Technical, and Port and Shipping Management. These majors collectively contribute to the production of qualified seamen, deck officers, and engine officers. The investigation employs qualitative research methods and descriptive analysis to comprehend the cadets' competences in computer literacy. The focal point is the introductory study of computer science and maritime technology tailored for the Nautical and Technical majors. Moreover, the research incorporates an examination of the socioreligious dimensions influencing the cadets' perspectives on their educational journey. Given that the cadets hail from diverse regions of Indonesia, they bring with them a rich tapestry of linguistic and cultural practices, utilising both Bahasa Indonesia and their traditional languages in their daily lives. The study aims to understand how these socioreligious factors intertwine with their academic pursuits and adherence to international standards. In conclusion, this research contributes to the broader discourse on maritime education by providing insights into the intersection of computer literacy, socioreligious perspectives, and international competencies among first-year cadets. The findings are expected to inform educational strategies and policies to better prepare cadets for the evolving demands of the global maritime industry.

Workforce Development in Integrated Care: An International Framework

Introduction: Integrated care aims to improve access, quality, and continuity of services for ageing populations and people experiencing chronic conditions. There are several descriptions in the literature recommending training in integrated care for health and social care professionals. One underdeveloped area is a global consensus of the key competencies and a global framework describing what these competencies and models of training look like. This study utilized a consensus building approach (Modified Delphi Study) with global experts with experience in delivering and designing workforce training in integrated care to ascertain which competencies are important to include in the framework and the best ways to implement these competencies. 
 Aims, Objectives, and Methods: The purpose of this study was to analyze the interactions between integrated care education leaders globally to explore what competencies are needed to practice integrated care across a broad range of health and social care settings and to identify the most effective models to implement these competencies. Meticulous and well-informed planning, and the development and implementation of an international competency framework will allow education providers and curriculum developers to incorporate these competencies and proposed models into existing training and curricula.
 A four-step methodological process was used. First, a potential list of competencies and key features of education and training in integrated care were identified based on a systematic scoping review. Second predefined criteria were used to identify the global panelists with experience in delivering or research in education in integrated care to reach consensus on the level of importance of the competencies and key themes. Thirdly, two anonymous iterative Delphi rounds were conducted followed by analysis and consensus of the results. A key focus of the study was determining how the experts engaged people and community in the delivery and design of the education program.
 Results and key findings: Components of training needs to include active involvement of people with lived experience of care in the design, delivery, and evaluation of the training. Other components include incorporating models to train health and social care professionals together to work within and across teams. Incorporating advanced collaboration and shared decision-making skills; a focus on comprehensive assessment of patient and family needs and a focus on primary and community care were some of the key findings of this study. 
 Conclusion: Existing competencies and models of training to build capacity for integrated care are not comprehensive and none has been developed through a formal global expert consensus technique. Higher education providers and workplaces may use the results of our study to highlight areas where they need to seek additional expertise, to develop and incorporate new and more advanced competencies into workforce training. Further work is needed to refine and test the competencies to ensure feasibility and usefulness, and to ensure curriculum developers and workplaces are appropriately supported and trained to implement them. The competencies can be used to shape job descriptions, orientation programmes, supervision, performance reviews and to design curricula and training on integrated care.

International Digital Competencies Maximizing Lean Internationalization In Healthcare Startups

The purpose of this paper is to verify whether international digital competencies help startups achieve lean internationalization. We use a qualitative exploratory approach, and one critical case study was developed with Brazilian startup: Varstation. Our results show how the digital international competencies maximize lean internationalization in emerging market startups in the following way: cross-cultural programming skill is a competence that helps startups achieves the low need to access local foreign specific assets; global virtual networking is a competence that helps startups achieves high access and mobilization power of international resources and leverage power of online reputations; cross-border digital monetization adaptability, international business model reconfiguration and global virtual networking are competencies that help startups leverage their power of online reputations; and global virtual networking is a competence that helps startups achieve adoption of local identities in foreign markets, high access and mobilization power of international resources and low need to access local foreign specific assets. Our findings identified five theoretical contributions and two managerial contributions that confirm the conceptual model proposed.

2 Preliminary International Clinical Neuropsychology Competency Guidelines

Objective:The prevalence of significant brain disorders and their economic burden are projected to continually increase as populations age longer. This review aims to analyze the barriers to international collaboration and propose preliminary international competency guidelines for the advancement of the neuropsychology field. Moreover, these guidelines can aid the field in advocating for international development and collaboration. Specifically, these guidelines may lead to clarity of services, culturally informed norms, cross-cultural research opportunities, and improving accessibility globally (Chan et al., 2016; Hessen et al. 2017).Participants and Methods:Literature between 2002 and 2022 was obtained by searching the Google Scholar and PubMed databases. Keywords such as guidelines, international, and neuropsychology were used. Articles were selected on the criterion of relevance to the objective, international perspectives, and current national guidelines. The remaining articles were reviewed, and themes were clustered to identify overlapping international competencies within the literature. The findings were utilized to create preliminary competency guidelines and discuss their future implications.Results:Covid-19 unveiled the feasibility of health service fields collaborating internationally to solve global problems (Bump et al. 2021). The pandemic is a call to action for the neuropsychology field to improve global health equity and collaboration to address international challenges (Obschonka et al., 2021). However, one barrier is the lack of globally accepted definitions of neuropsychology and what a neuropsychologist does (Grote et al., 2016). Yet, a way to address this is for international organizations to propose international competency guidelines. This may allow countries with less developed neuropsychology fields to advocate for legislation and services (Chan et al., 2016; Hessen et al., 2017). In addition, countries reported the need for competencies to advocate for advancing current practices (Chan et al., 2016; Hokkanen et al., 2020; Janzen & Guger, 2016). Notably, by developing guidelines, public understanding and competent practices of neuropsychology can be strengthened (Grote et al., 2016; Hessen et al., 2017). Temple and colleagues (2006) discovered the two largest barriers for physicians referring to neuropsychologists were a lack of familiarity with the field and geographical limitations. Therefore, international competency guidelines present a serendipitous opportunity to benefit clients, physicians, and neuropsychologists.Therefore, the current study presents 10 international neuropsychology practice competencies and their elements. Foundational competencies include: (1)Scientific knowledge, methods, and evidence-based practice; (2)Individual and community diversity; (3)Ethics, legal standards, and policy; (4)Interdisciplinary systems; (5)Reflective practice; (6)Therapeutic relationships. Functional competencies include: (7)Assessment; (8)Intervention; (9)Consultation; (10)Advocacy.Conclusions:Although training and regulations may differ internationally, emerging literature supports the establishment of global competencies. Despite data on competencies in many countries being unavailable, the need for services in many locations suggests that using the available data to implement guidelines may allow for the growth of consistently competent neuropsychologists to serve the many underserved populations around the world (Hessen et al., 2017). Fortunately, Covid-19 exposed the need for increased health equity and mental health services globally (Jensen et al., 2021). Ultimately, the international competencies presented should be investigated further to improve international neuropsychology research, practice, advocacy, and legislation to abate global disparities.

地方高校大学生国际化能力现状及培养路径研究

In light of the evolving global landscape and international economic dynamics, it is imperative for China’s education system to embrace a trend of internationalization. The cultivation of internationalized talent, a pivotal factor influencing a nation’s overall capabilities and global competitiveness, warrants increased emphasis. Local colleges and universities play a significant role in advancing higher education, making it essential to focus on nurturing international talents. This paper begins by defining the essence of international talents and evaluating the current state of international competency among local college students. It then delves into key aspects, including establishing objectives for international talent development, enhancing international curricula, creating platforms for international teaching practices, and forming an ‘international teacher professional community’. Furthermore, it highlights the significance of fostering an international cultural environment on campuses and shaping the values and ideologies of students pursuing international competencies. This paper charts a path towards developing the internationalization competence of college students.

Research on the Construction and Influencing Factors of the International Competence Evaluation Index of Engineering College Students Under a “Dual Circulation” Development Pattern

Research on the Construction and Influencing Factors of the International Competence Evaluation Index of Engineering College Students Under a “Dual Circulation” Development Pattern

International Comparison of Professional Competency Frameworks for Advanced Practice Nurses

Abstract Background Advanced Practice Nurses (APNs) have become established professionals in many healthcare systems. APNs combine nursing with medical expertise, bridging the boundaries of traditional professions in nursing and medicine. This study focuses on the content of professional competency frameworks for APNs in different countries to determine (1) how these frameworks define the competencies of APNs and (2) address the division of tasks between APNs and physicians. Methods An inductive content analysis is conducted of the competency frameworks for APNs in Belgium, Canada, the Netherlands, the United Kingdom, and the United States. Results In Belgium, the Netherlands and the US, the framework is based on an existing model, while in Canada and UK, frameworks do not refer to a model. The analysis revealed twelve generic competency domains for APNs: 1. Clinical Care in Practice, 2. Independent Practitioner, 3. Professional Attitude, 4. Scientific Research & Evidence-Based Practice Care, 5. Leadership, 6. Health Promotion and Public Healthcare, 7. Communication and Collaboration, 8. Organisation of Care and Policy, 9. Support of Self-Management and Patient Empowerment, 10. Quality and Safety of Care, 11. Teaching and (continuing) Education, 12. Technology and E-Health. There are some differences in explicitly to which high-risk procedures are described per country. The frameworks provide limited descriptions of task division and delegation from physicians to APNs, except for the frameworks from Belgium and the Netherlands. Conclusions Despite variations in the basis of professional competency frameworks per country and country-specific influences, twelve generic competency domains with similar competencies were identified. It is recommended to stimulate the development of a global standardised competency framework for APNs, including clear descriptions of task division and delegation, to optimise their role in delivering high-quality healthcare services. Key messages • Similar APN competency expectations suggest the need for an international competency framework, including roles and tasks for APNs, to function as a basis for individual country frameworks. • Nursing associations can use this study to learn from other countries and enhance their development of country-specific competency frameworks for advanced practice nurses.

Book review: Towards sustainable and resilient tourism futures: insights from the International Competence Network of Tourism Research and Education (ICNT)

Book review: Towards sustainable and resilient tourism futures: insights from the International Competence Network of Tourism Research and Education (ICNT)

Implementing the Satir Model-Focused CFT Program in Türkiye

ABSTRACT This article provides a perspective on implementing the Satir Model-Focused Couple and Family Therapy Program in Türkiye and how the first author of this article Sibel Erenel (SE), Licensed Marriage and Family Therapist, AAMFT approved supervisor, has tailored the program and the Institute. The program’s main features and uniqueness are explained, as well as the program’s focus on competency-based training using one major model. Furthermore, how the program aligns with international competencies is discussed. The article highlights the program’s 18 years of growth in the region and the Institute’s expertise, which adds credibility to the future implications and recommendations for new program developers. Overall, this article offers a comprehensive understanding of establishing Satir Human Development and Family Therapy Institute and how (SE) launched a competency-based, Satir Model-Focused Couple and Family Therapy Certificate Training Program in Türkiye, where couple and family therapy was in its infancy. Therefore, this article is a valuable resource for anyone interested in the practical application of Satir Transformational Systemic Therapy Training and CFT.