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Rivera PM, Armes S, Cheon HS, Prouty A. A comparison of classroom-based and online multicultural training course within a marriage and family therapy training program. JOURNAL OF MARITAL AND FAMILY THERAPY 2023; 49:431-446. [PMID: 36682067 DOI: 10.1111/jmft.12631] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Revised: 12/19/2022] [Accepted: 01/03/2023] [Indexed: 06/17/2023]
Abstract
This study contributes to an emerging area of research on online learning within marriage and family therapy training programs while responding to the need for research on the effectiveness of multicultural training marriage and family therapists receive. Using 32 students in a marriage and family therapy program and a pretest-posttest design, this study focused on student outcomes across a classroom-based multicultural training course and an online section of the same course. Support was found for the effectiveness of each instructional modality in delivering multicultural training. Findings also indicated that student gains did not significantly differ across students in the two course sections. This is the first study to provide evidence that online learning does not compromise the effectiveness of multicultural training for marriage and family therapists and adds evidence to the claim that the multicultural training marriage and family therapists receive is effective in achieving its aims.
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Affiliation(s)
- Peter M Rivera
- Department of Marriage and Family Therapy, Seattle Pacific University, Seattle, Washington, USA
| | - Stephanie Armes
- Department of Marriage and Family Therapy, Seattle Pacific University, Seattle, Washington, USA
| | - Hee-Sun Cheon
- Department of Marriage and Family Therapy, Seattle Pacific University, Seattle, Washington, USA
| | - Anne Prouty
- Department of Marriage and Family Therapy, Seattle Pacific University, Seattle, Washington, USA
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Kissil K, Davey M, Davey A. Foreign-Born Therapists: How Acculturation and Supervisors' Multicultural Competence Are Associated With Clinical Self-Efficacy. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2015. [DOI: 10.1002/j.2161-1912.2015.00063.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | - Maureen Davey
- Department of Couple and Family Therapy, Drexel University
| | - Adam Davey
- Department of Public Health, Temple University
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Cole EM, Piercy F, Wolfe EW, West JM. Development of the Multicultural Therapy Competency Inventory-Client Version. CONTEMPORARY FAMILY THERAPY 2014. [DOI: 10.1007/s10591-014-9320-8] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Kissil K, Davey M, Davey A. Foreign-Born Therapists in the United States: Supervisors' Multicultural Competence, Supervision Satisfaction, and Counseling Self-Efficacy. CLINICAL SUPERVISOR 2013. [DOI: 10.1080/07325223.2013.846746] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Winston EJ, Piercy FP. Gender and diversity topics taught in Commission on Accreditation for Marriage and Family Therapy Education programs. JOURNAL OF MARITAL AND FAMILY THERAPY 2010; 36:446-471. [PMID: 21039658 DOI: 10.1111/j.1752-0606.2010.00220.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
This article explores how the topics of gender and diversity are being taught and defined in accredited marriage and family therapy programs through syllabi content analysis and interviews with selected faculty. We examined findings by program (master's and doctoral) and type of training (those that taught specific gender and culture courses and those that attempted to infuse gender and culture throughout the curriculum). We examined 39 syllabi from 21 master's and 18 doctoral training programs. In addition, we conducted 20 interviews with faculty members. (Eighteen were White/Caucasian, one was African American and one was Asian Indian.) Some variation in topic areas was found between master's and doctoral programs and between those programs that offered specific course content and those that offered infused course content. However, qualitative interview data reflected many similarities. Particularly apparent was the level of commitment, transparency, and experiential learning methods professors used, regardless of program level or type.
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Rock M, Carlson TS, McGeorge CR. Does affirmative training matter? Assessing CFT students' beliefs about sexual orientation and their level of affirmative training. JOURNAL OF MARITAL AND FAMILY THERAPY 2010; 36:171-184. [PMID: 20433594 DOI: 10.1111/j.1752-0606.2009.00172.x] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
This study examined couple and family therapy (CFT) students' beliefs about sexual orientation, their self-reported competency working with lesbian, gay, and bisexual (LGB) clients, and the level of affirmative training students received in their CFT programs. One hundred and ninety students from accredited CFT programs completed the study. While participants reported feeling only somewhat competent to work with LGB clients and less than half reported receiving any training on affirmative therapy, the majority of the participants did appear to hold positive attitudes toward LGB clients. The results support the literature arguing for CFT programs to include specific training on affirmative therapy practices, as the level of affirmative training was directly related to participants' self-reported clinical competency working with LGB clients.
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Affiliation(s)
- Monica Rock
- North Dakota State University, Fargo, North Dakota 58105-5057, USA
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Nixon DH, Marcelle-Coney D, Torres-Greggory M, Huntley E, Jacques C, Pasquet M, Ravachi R. Creating community: offering a liberation pedagogical model to facilitate diversity conversations in MFT graduate classrooms. JOURNAL OF MARITAL AND FAMILY THERAPY 2010; 36:197-211. [PMID: 20433596 DOI: 10.1111/j.1752-0606.2009.00180.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Creating a safe place for open classroom engagement on topics of multiculturalism and diversity requires intentionality and honesty. Unless all, professor and students alike, feel safe talking about related issues, the attempt will result in a politically correct exercise in futility. This article focuses on how intentional pedagogical efforts can create a classroom environment conducive to therapeutic self-reflection and result in personal and professional transformation. Offerings include personal reflections, theoretical and pedagogical ideologies and practices, a classroom paradigm as exemplar, critical redefinitions, a survey of other pedagogical endeavors, a template for multicultural instruction, and recommendations.
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Hernández P, Taylor BA, McDowell T. Listening to Ethnic Minority AAMFT Approved Supervisors: Reflections on their Experiences as Supervisees. ACTA ACUST UNITED AC 2009. [DOI: 10.1521/jsyt.2009.28.1.88] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Perosa LM, Perosa SL, Queener J. Assessing Competencies for Counseling Lesbian, Gay, Bisexual, and Transgender Individuals, Couples, and Families. JOURNAL OF LGBTQ ISSUES IN COUNSELING 2008. [DOI: 10.1080/15538600802125613] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Mcdowell T, Storm CL, York CD. Multiculturalism in Couple and Family Therapy Education: Revisiting Familiar Struggles and Facing New Complexities. ACTA ACUST UNITED AC 2007. [DOI: 10.1521/jsyt.2007.26.4.75] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Hertlein KM, Lambert-Shute J. Factors influencing student selection of marriage and family therapy graduate programs. JOURNAL OF MARITAL AND FAMILY THERAPY 2007; 33:18-34. [PMID: 17257378 DOI: 10.1111/j.1752-0606.2007.00002.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
To understand which factors students consider most important in choosing a marriage and family therapy (MFT) graduate program and how programs met or did not meet these expectations of students over the course of graduate study, we conducted an online mixed-method investigation. One hundred twelve graduate students in Commission on Accreditation for Marriage and Family Therapy Education-accredited programs responded to an online survey assessing what factors led them to select a specific graduate program in MFT. In the quantitative portion, students ranked each factor (personal fit, faculty, funding, research, clinical work, and teaching) as well as characteristics of each factor in relation to its importance in their selection of an MFT program. Additionally, students indicated to what level their programs meet their expectations. In the qualitative portion, students described how they believed their chosen program was or was not meeting their expectations. Both doctoral and master's students ranked personal fit as the top factor affecting their choice of graduate program in MFT, but they differed on the characteristics of each of these factors and their importance in selecting an MFT program. Implications for this research include program evaluation and program advertising, and are consistent with the scientist-practitioner model.
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Affiliation(s)
- Katherine M Hertlein
- Department of Marriage and Family Therapy, University of Nevada, Las Vegas, NV 89154, USA.
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Murphy MJ, Park J, Lonsdale NJ. Marriage and Family Therapy Students’ Change in Multicultural Counseling Competencies after a Diversity Course. CONTEMPORARY FAMILY THERAPY 2006. [DOI: 10.1007/s10591-006-9009-8] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Inman AG. Supervisor multicultural competence and its relation to supervisory process and outcome. JOURNAL OF MARITAL AND FAMILY THERAPY 2006; 32:73-85. [PMID: 16468682 DOI: 10.1111/j.1752-0606.2006.tb01589.x] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
This study investigated the direct and indirect effects of marriage and family therapy trainees' perceptions of their supervisors' multicultural competence in supervision on the supervisory working alliance, trainees' multicultural competence (case conceptualization abilities in etiology and treatment), and perceived supervision satisfaction. Path analyses revealed supervisor multicultural competence to be positively associated with supervisory working alliance and perceived supervision satisfaction. In addition, supervisor multicultural competence seemed to have a negative effect on trainee etiology conceptualization abilities. Finally, results suggested supervisory working alliance to be a significant mediator in the relationship between supervisor multicultural competence and supervision satisfaction. Findings are discussed within the context of theoretical, empirical, and practical implications for multicultural supervision.
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Affiliation(s)
- Arpana G Inman
- Counseling Psychology Program, Department of Education and Human Services, 111 Research Drive, Lehigh University, Bethlehem, Pennsylvania, 18015, USA.
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Wendel R, Gouze KR, Lake M. Integrative module-based family therapy: a model for training and treatment in a multidisciplinary mental health setting. JOURNAL OF MARITAL AND FAMILY THERAPY 2005; 31:357-70. [PMID: 16294685 DOI: 10.1111/j.1752-0606.2005.tb01576.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Thirty years ago, leaders in psychiatry expressed hope for more interdisciplinary collaboration with family therapy. Since then marriage and family therapy (MFT) has entered the mainstream of clinical practice in psychiatry and psychology. It is mandated for training in psychiatry and psychology. We propose a model for collaboration, training, and treatment in interdisciplinary mental health settings that strives to integrate empirical bodies of knowledge in MFT, psychiatry, and psychology and to provide a usable and testable clinical approach to treatment. It can be taught to trainees with various or limited training in MFT This model delineates nine critical domains that guide treatment. Flexibility is central to this model, focusing on techniques and clinical methods based on empirically supported treatments, when available, and best-practice standards.
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Affiliation(s)
- Richard Wendel
- Clinical Psychiatry and Behavioral Sciences, Northwestern University, Feinberg School of Medicine, Chicago, Illinois, USA.
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