Trends in family therapy supervision: the past 25 years and into the future

This investigation repeats a survey of American Association for Marriage and Family Therapy (AAMFT) Approved Supervisors done in 1976 and 1986. Despite negative contemporary contextual influences, the AAMFT Approved Supervisor credential is still attractive to the same percentage of the AAMFT clinical membership as formerly and reflects in general the demographic characteristics of marriage and family therapists (MFTs) in clinical practice. Across the last quarter century there has been a steady increase in female AAMFT Approved Supervisors and those with terminal master's degrees. These and other trends are discussed with a view toward what supervision is becoming and what it needs to become.

Student impairment and remediation in accredited marriage and family therapy programs

This research addresses the extent of student impairment in Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited marriage and family therapy programs, indicators of impairment used by program directors, faculty time devoted to impaired students, and the frequency of student dismissal. The data come from a survey of 44 COAMFTE program directors that was conducted during the spring of 2001, as well as responses to an open-ended items asking for a description of "the most troublesome student" to come to the attention of the respondent. The authors discuss the findings with respect to similar studies in counseling psychology and the larger literature on clinical training. Finally, the authors offer suggestions for future research.

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.

Family mentoring: a life experience

The purpose of this study was to determine the effectiveness of a preservice education family mentor experience on the development of family-centered attitudes expressed by 84 nursing, occupational therapy, physical therapy, and social work students from a private Midwestern university. The instrument, Issues in Early Intervention, was administered to students before and after participation in a field experience that included a minimum of 8 hours with assigned families. The instrument measured changes in attitude regarding family-centered care expressed by students in response to 24 statements reflective of family-centered concepts and approaches. A Wilcoxon signed rank test was used to analyze data from pretests and posttests using the Issues in Early Intervention instrument. Eight items reflected significant positive changes in family-centered attitudes. When total scores were examined using a paired t-test, students demonstrated a significant increase (p < or = 0.001) in family centered attitudes after the family mentor experience according to the instrument. The family mentor experience evaluation of outcome objectives was administered to students at the conclusion of the project. Results from student feedback on the family mentor experience evaluation of experience outcomes also indicated a positive impact in family-centered attitudes as a result of the family mentor experience.

Incorporating sexual orientation into MFT training programs: infusion and inclusion

Many authors have questioned the preparedness of family therapists to deal with sexual minority clients. Even though the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) has called for the integration of sexual orientation into the curriculum of marriage and family therapy training programs, the subject continues to be marginalized. The purpose of this article is to encourage trainers to examine their programs' curricula for evidence of heterosexist bias and introduce ways that they might integrate issues related to same-sex affectional and sexual orientations into their programs via the classroom and the clinic.

Transforming an MFT program: a model for enhancing diversity

Marriage and family therapy programs need to go beyond the typical practices of recruiting and retaining students of color. Marriage and family therapy educators must assume positions of leadership by transforming graduate programs to reflect a deep, active, systemic commitment to both diversity and social justice. In this article, we argue that it is through this type of transformation that programs become truly ready to support students of color and to prepare all therapists to advocate for equity in a diverse, often unfair society. This article offers a model that addresses readiness, recruitment, retention, assessment, and professional development from this perspective.

The Cultural Genogram: experiences from within a marriage and family therapy training program

The purpose of this article is to illustrate and demonstrate the use of the Cultural Genogram (CG) in a graduate-level course in gender and culture for family therapists-in-training at a large Midwestern university's accredited program in family therapy. Although the importance of the CG as a training tool is delineated by Hardy and Laszloffy, very little information exists about the actual implementation and usefulness of this tool within a training program for family therapists. In this article, we present a qualitative research study of the lived experiences of a class of women from diverse cultures as they constructed and presented their CGs. We discuss the basic curriculum and structure of the course in which the CG was used, the process the class members developed to create and present their CGs, the effects of presenting the CGs, and a set of recommendations and ideas for further exploration.

Training family therapists to assess for and intervene in partner abuse: a curriculum for graduate courses, professional workshops, and self-study

Partner abuse is an epidemic with potentially dire consequences for individuals, families, and society. Family therapists must be able to competently assess for and intervene in abuse situations. This article presents a curriculum designed to provide family therapists with introductory knowledge and skills for the assessment and intervention of partner abuse. The curriculum, which is informed primarily by feminist and multicultural theories and practices, can be used in graduate courses, professional workshops, and for self-study.

The scientist-practitioner model in marriage and family therapy doctoral programs: current status

We discuss the status of the scientist-practitioner model in marriage and family therapy (MFT) doctoral programs. Issues discussed include a lack of faculty research role models in doctoral programs, "farming out" the majority of research courses to other disciplines, problems with curriculum, and how the culture of MFT does not support research. We also present suggestions for improving doctoral research training. The goal is to improve the quality of research training in doctoral programs. We hope that this will help change the culture of MFT to include research as one of its primary goals and greatest assets.

Healing internalized racism: the role of a within-group sanctuary among people of African descent

This article addresses the role of a "within-group" sanctuary for healing internalized racism among people of African descent. Internalized racism is distinguished from racism, juxtaposing the different experience of those who are oppressed and those who are privileged by racism. It is suggested that a context consisting exclusively of persons of African descent can provide an optimally safe space for initial stages of healing from internalized racism. The anxiety that a collective of African descendants can generate among whites, and subsequently among those of African descent, is examined by raising questions as to its possible meanings. Whites are encouraged to use their privilege to support such self-determined sanctuaries, rather than to obstruct them. People of African descent are encouraged to tolerate the anxiety that can be generated without "changing back," and to examine whether internalized racism is also implicated.

The practice of clinical research in accredited marriage and family therapy programs

This study aims to explore the prevalence of clinic-based research among accredited marriage and family therapy (MFT) programs and reveal rationales explaining why academic settings may or may not be conducting clinical research. Findings of this project are the result of electronic-mail surveys completed by 26 accredited MFT programs. Approximately one-half of the respondents reported currently conducting clinic-based research. Open-ended responses reveal factors that lead to research success and failure, as well as reasons research was not being conducted at training programs.

Conducting medical offset research in a health maintenance organization: challenges, opportunities, and insights

The paper summarizes the experience of a 4-year research project conducted in a large Health Maintenance Organization. Obstacles and solutions related to doing research in this type of system are presented. Suggestions for those seeking to conduct research programs in similar settings are provided.

Postmodernism in marriage and family therapy training: doctoral students' understanding and experiences

The purpose of this study is to advance our understanding of how doctoral students perceive postmodernism's influence in the field of Marriage and Family Therapy (MFT). According to the literature, postmodernism has had a profound impact on many fields, including MFT. However, tracking of how postmodernism is actually being rendered in theory, research, practice, and training warrants investigation. This study utilized focus group interviews to investigate the perceptions of MFT doctoral students. Findings suggest that while participants are attracted to postmodern tenets, they also report feeling a mixture of liberation and excitement with confusion and fear regarding how postmodernism is influencing MFT models of therapy.

When approved is not enough: development of a supervision consultation model

The dramatic increase in the literature that addresses family therapy training and supervision over the last decade has been predominantly in the area of theory, rather than practice. This article describes the development of a meta-supervisory learning context for approved supervisors and provides examples of interactions between supervisors that subsequently influenced both therapy and supervision. We delineate the assumptions that inform our work and offer specific guidelines for supervisors who wish to implement a similar model in their own contexts. We provide suggestions for a proactive refiguring of supervision that may have profound effects and benefits for supervisors and supervisees alike.

Do we really understand? An experiential exercise for training family therapists

This paper presents an experiential exercise for training beginning marriage and family therapists, as well as several adaptations of the format. The basic exercise consists of role playing a therapy session in which the people playing the clients speak a language that is not understood by the therapist-in-training. Although the therapist cannot understand the clients, the clients can understand the therapist. This exercise assists students to become more cognizant of the need to be cautious and curious in the cocreation of meaning in therapy. In addition, this exercise builds confidence and clinical skills, such as learning about nonverbal communication while observing process.

Developmental lessons of seasoned marital and family therapists: a qualitative investigation

Little has been published regarding the development of therapists during their professional careers. This qualitative research study explored the development of seasoned marriage and family therapists (MFTs) in order to identify important events and themes in their personal and professional lives. The main developmental theme that emerged was the integration of their personal and professional selves. Information gained from this study might be useful in understanding the self of the therapist within training and supervision and might partially provide a map of the possible transitions facing MFTs along their developmental journey.

A graduate course in marriage and family enrichment

Legislation aimed at decreasing the divorce rate and the resurgence of interest in marriage and family enrichment have propelled educators to consider how well they are training new therapists in the preventive approaches to therapy. In this article, we present a graduate course to educate students about the enrichment movement and skill- and competency-based approaches to family intervention. We provide a general outline for teaching the course as well as specific resources and guidelines that can be of value to all marriage and family therapy practitioners.

Clients' views of live supervision and satisfaction with therapy

In this study we examined clients' perceptions of live supervision and their satisfaction with therapy in a university-based training clinic for marriage and family therapists. A total of 108 clients completed the Client Satisfaction Questionnaire-8 and a modified version of the Purdue Live Observation Satisfaction Scale. Clients' comments on the advantages and disadvantages of live supervision were also solicited through short-answer questions. Results indicated that clients were generally satisfied with therapy and found the live-supervision process satisfactory as long as the perceived helpfulness of live supervision outweighed its perceived intrusiveness. The challenge for training clinics is striking a balance between helpfulness and intrusiveness in an effort to both train competent therapists and provide quality treatment.

Approaches to the study of gender in marriage and family therapy curricula

This study compares two accredited marriage and family therapy programs: One includes a separate course on gender, and the other integrates gender throughout the curriculum. Students from the two programs rated their own and their peers' experience of how gender education effects therapy, program culture, and personal life. Results indicate that students from the integrated program view their peers as incorporating gender ideas in therapy to a significantly greater extent (t = 2.83, p < .05) than do students in the gender course program. However, students from the program that has a gender course leaned more toward agreement with feminist concepts than did students from the integrated program. Overall, students appear to be learning about gender and integrating these concepts into their work as therapists. Discussion is included on how to choose a gender curriculum.

[Process of institutional child guidance counseling reflected by the Central Continuing Education of the Federal Conference for Child Guidance Counseling]

The Bundeskonferenz für Erziehungsberatung (bke) is the federation for child guidance and family-counseling in Germany. Members are the working groups for child guidance and family-counseling of the Länder, where the employees of the child guidance are organized. The federation was founded in 1962. It is sponsored by the Federal Ministry for Family, Seniors, Women and Youth. Further education for professional youth workers is central mission of bke. The constitution of the federation lais down these contents. Every autumn the bke publishes the program for further education for the following year in a brochure called Zentrale Weiterbildung--the program for child guidance, family counseling and youth counseling. A special Kommission Zentrale Weiterbildung acquires the contents of the program for further education und selects the referents. Since 1968 the Zentrale Weiterbildung of Bundeskonferenz für Erziehungsberatung offers events for professional youth workers in child guidance, family counseling. The program for further education contributes the quality of the institution of child guidance. After a time with above average use of the program for further education with therapeutical focal point, the orientation of the program changes to child and youth services. A constant number of counselors use the program. Beside the change of contents there was a change to effectiveness of contents and a reduction of participants.

Supervising self-supervision: constructive inquiry and embedded narratives in case consultation

The development of self-supervision has been suggested as a universal supervisory goal. However, the principle of isomorphism suggests that supervisors from different orientations will view this practice quite differently. This article elaborates an approach to self-supervision that is consistent with constructive therapies, though the intention is to provide flexible guidelines that can accommodate a range of supervisory activities. Case consultation is viewed as an "embedded narrative" involving the case story, the therapist story, and the supervision story. A process of "constructive inquiry" is used to connect these stories in order to construct the identity of a self-sustaining therapist. This process requires a conceptual shift from supervising practice to supervising self-supervision.

Internship training in marriage and family therapy: a survey of doctoral program objectives and implementation

This article presents the results of a survey that examined the implementation of the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) internship requirement by accredited doctoral Marriage and Family Therapy (MFT) programs. Representatives from each of 10 doctoral MFT programs provided responses to questions regarding program objectives for internship training. Respondents also provided subjective impressions regarding the effectiveness with which established internship goals are accomplished, associated benefits and difficulties, and adequacy of the standards. Results suggest that although most programs perceive the internship requirement as beneficial, many express concern regarding the effects of the internship requirement on other aspects of training and in relationship to the overall goals for doctoral MFT education. Conclusions and recommendations are offered based on the mixed findings.

Lack of consensus in supervision

This study describes what occurs when trainees and supervisors encounter a lack of consensus in supervision. We identified 120 episodes indicating a lack of consensus between a supervisor and a trainee during 23 hr of supervision. Qualitative analysis of the episodes described 10 supervisor responses, characterized as influence and evaluation, and eight trainee responses, characterized as cooperation and deference. The pattern of supervisor-trainee interaction was characterized by negotiation and collaboration. Supervisors and trainees collaborate to produce a presentation of the trainee as a competent clinician and a cooperative trainee. Supervisors identify deficiencies and offer requests in a subtle manner that appears open to modification, thus cooperating with the trainee's competent and cooperative image.