Group Training in Family Therapy—The Student's Perspective*

This paper examines the experience of learning family therapy in a group training model from the trainees perspective. Five significant aspects of this learning experience are discussed. Supervision of family therapy and training within a group setting, multiple supervision, training with a peer co-therapist, using audio-visual feedback in group supervision of family therapy, and the impact on the trainee of doing family therapy for the first time. The trainees found that their learning experience was enhanced by this training approach. (Editors Note: The program referred to in this paper was described in Stier, Serena & Goldenberg, Irene, Training Issues in Family Therapy, Journal of Marriage and Family Counseling, 1975, 1, 63–68.     

Developing Family Therapy Skills on a Shoe String Budget: A Peer Supervision and Training Approach

Family therapy skills are an essential tool when working with young children and their families, yet accessing family therapy training and supervision in workplace settings has become more difficult. Skills enhancement may be obtained through formal training in accredited courses, a costly undertaking, in which clinicians most often carry the entire cost for the training. In this paper, we propose that specific family therapy skills relevant to working with families of young children can be developed within a peer group format. The peer training described in this paper is extremely cost effective, easy to set up, specifically tailored to our unique training needs and the characteristics of the population of families we are working with. Further, the training allows us to develop fresh and creative ways of skills acquisition, our own ‘curriculum’, with flexible use of training techniques, depending on our particular needs at a given time. We conclude with some of the disadvantages of the model and propose ideas for future development.     

Training Issues in Family Therapy*

Group versus individual supervision, the family therapy training model, videotape as a training method, and training paraprofessionals in a traditional academic setting are discussed from the authors' experience in conducting a family therapy training program. Editor.     

BASIC FAMILY THERAPY SKILLS, IV: TRANSGENERATIONAL THEORIES OF FAMILY THERAPY

This pape focuses on the basic skills and compentencies of transgenerational approaches to family therapy, the fourth report of a program of research surveys by the Basic Family Therapy Skills Project. In the first survey, a panel of family therapy educators listed the most critical or basic skills or compentencies of beginning family therapist with a transgenerational orientation. In the third survey, self-selected respondents rated these items according to degree of importance for beginning family therapists. Rankings of the items according to mean scores of the Likert responses indicate that transgenerational family therapy skills are founded in theory and can be identified behaviorally. The most important skills are those that use the self of the therapist to understand and utilize transgenerational family therapy skills for both therapist and client. Also listed are skills that many raters deemed "generic" rather than specifically related to transgenerational family therapy. Other findings and their implications for the future training of family therapists are discusses. Although the paper is intended for family therapy educators interested in their colleagues' ideas about critical skills in trans-generational family therapy, theorists and clinicians may also find it useful.     

A TOOL FOR TRAINING SUPERVISORS: USING THE SUPERVISION FEEDBACK FORM (SFF)

As the field of supervision and training has evolved, there has been a growing recognition of and appreciation for the skills required to be an effective supervisor or trainer (Liddle, Breunlin, & Schwartz, 1988). This new awareness has pointed to the need for effective methods and tools for training family therapy supervisors. One of the tools I developed to improve my supervision complete to give me feedback on my supervision. This article describes how developing and using an SFF was valuable to me in my training as a supervisor. Based on my experience, I believe the SFF could be a useful tool in training other supervisors.     

The Daily Events and Emotions of Master’s‐level Family Therapy Trainees in Off‐campus Practicum Settings

The Day Reconstruction Method (DRM) was used to assess the daily events and emotions of one program’s master’s‐level family therapy trainees in off‐campus practicum settings. This study examines the DRM reports of 35 family therapy trainees in the second year of their master’s program in marriage and family therapy. Four themes emerged from the results: (i) Personal contact with peers‐in‐training engenders the most positive emotions during practicum; (ii) Trainees experience more positive emotions during therapy with families and couples in comparison with therapy with individuals; (iii) Positive affect increases over the course of a student’s practicum year; and (iv) Trainees experience less positive affect in individual supervision in comparison with most other training activities. Flow theory offers guidance for supervisors helping trainees face developmental challenges of clinical training.     

Integrating Family Therapy Training in a Clinical Psychology Course

Teaching family therapy to clinical psychology trainees is not common practice in Australian clinical psychology training programs. There is sparse discussion in the literature. Family therapy is an evidence based intervention that complements a diversity of established theories and psychotherapies and would complement the intervention skills of trainee clinical psychologists. The aim of this paper is to illustrate how family therapy training may be integrated into a postgraduate clinical psychology course. The literature on core family therapy knowledge, skills and training methods will form the backdrop to a review of specific family therapy training courses for clinical psychology trainees. This will then be mapped against a consideration of accreditation requirements of clinical psychology courses in Australia and suggestions made for integrating family therapy into their training curriculum. Anecdotal feedback from students provides an initial step toward evaluation.     

Bringing It All Back Home: Individual and Group Supervision in Family Therapy Training*

Literature in family therapy training neglects to address the usefulness of individual supervision. Just as family members struggle to integrate needs for autonomy with needs for family membership, so the individual family therapy trainee has individual concerns. Psychoanalytic literature fully recognises the power of the emotional responses of the psychotherapist, but is uncertain how to handle these reactions, especially in terms of the parallel process between psychotherapy and supervision. The integration of individual process-centred supervision with live group supervision and training provides a structure within which to maximize the supervisory experience.     

Supervising family therapy trainees in primary care medical settings: context matters

The purpose of this article is to identify and describe four essential skills for effective supervision of family therapy trainees in primary care medical settings. The supervision skills described include: (1) Understand medical culture; (2) Locate the trainee in the treatment system; (3) Investigate the biological/health issues; and (4) Be attentive to the self-of-the-therapist. Recommendations are also made to help supervisors become better prepared for the questions medical family therapy trainees bring to supervision.     

Training family therapists to work with children and families: a modified Delphi study

This study examined child inclusion issues and training marriage and family therapists (MFTs) to treat children. This modified Delphi study utilized a panel of experts, and gathered data through questionnaires and qualitative interviews. Panelists believe children should participate in family therapy sessions for both child and adult problems, except when parents are discussing sex or sensitive issues. Child-focused courses should emphasize developmental issues, engaging techniques, theoretical issues, play therapy theory, MFT treatment for child disorders, and specific child/family problems. Panelists suggest numerous child-focused references, but reached consensus for only one. Key therapist attributes and skills were identified. Deductive and inductive training methods and the role of supervision were highlighted. Although therapist playfulness and creativity were emphasized, few play techniques were included in the final profile.     

A SELF-MANAGEMENT MODEL FOR SUPERVISION

The authors present a management-of-self model of supervision that is currently being used in the graduate training program in marriage and family therapy at Virginia Polytechnic Institute and State University. The major proposition of the model is that as the supervisee comes to understand how family of origin and family constellation patterns learned in the past are reenacted within the therapeutic context, he/she can then interrupt those patterns of interaction that tend to inhibit his/her therapeutic effectiveness.     

An Empirical Approach to Supervision and Training of Relationship Therapists

This paper presents an empirical approach to supervision and training of marriage and family therapists. Advantages from the use of the empirical approach include a systematic investigation of the skills and competencies of the therapist and establishing the basis for the scientific study of supervision. A Counseling Problems Worksheet is presented to help in developing multiple hypothesis related to counselor skill deficiencies. Two case studies are given to demonstrate the use of the empirical approach .     

Cognitive-Behavioral Family Therapy with a Family in High-Conflict Divorce: A Case Study

Children who live in families with high-conflict divorce situations are increasingly coming to the attention of clinicians. This paper explains the nature of the impasse of high-conflict divorce. It presents a brief theoretical overview of cognitive-behavioral family therapy as an effective approach to treatment for high-conflict divorce families. A case study that successfully utilized a cognitive-behavioral approach to family therapy is presented. Specific techniques such as parent training, communication and empathy skills, problem-solving skills, assertiveness training, role-modeling on the part of the therapist and application of the concept of reciprocal inhibition were included in the cognitive-behavioral family treatment. An N=1 research design is graphically illustrated for evaluation purposes.     

CURRICULUM CHANGES TO MEET CHALLENGES: PREPARING MFT STUDENTS FOR MANAGED CARE SETTINGS

Fledgling therapists who graduate from family therapy traning programs will have to navigate the world of managed care. In this article, faculty of University of San Diego share changes in its accredited training program that prepare students for practice in an increasingly multidisciplinary world where health maintenence organizations and other versions of managed care predominate. The paper touches on contextual issues, provides a detailed outline of coursework presenting basic knowledge and skills involved in clinical pracice in a managed care environment, and comments on clinical placements and the challenge of helping the next generation of clinicans "fit" into the future of health care delivery while maintaining their unique identity as family therapists.     

Enrichment Role-Playing as a Step in the Training of Family Therapists

In recent years increasing attention has been devoted to the training of family therapists. This paper focuses on the difficulties inherent in such training, and the benefits provided by an alternative model based on enrichment role-playing. This technique provides a much needed step in the systemization of family therapy training. Specific benefits include: (a) an optimal environment for teaching basic relationship skills, (b) security for the student and clarity of perceptions for the supervisor, and (c) an opportunity for the trainee to learn family diagnostics. A brief review of family therapy training, marital and family enrichment, and role-playing precedes discussion of the enrichment role-playing technique. Case material is presented to illustrate the trainee's experience.     

IN DEFENSE OF CASE CONSULTATION: MAYBE "DEAD" SUPERVISION ISN'T DEAD AFTER ALL

Clinical supervision based on "raw data"—the supervisor having direct access to the therapy session via tape or live observation—has become a hallmark of family therapy training. Despite the many advantages of such an approach, it also has limitations. The case consultation approach to supervision provides a different perspective which complements raw data supervision and remedies some of the limitations of the raw data approach. This paper proposes four specific tasks that are best undertaken in case consultation sessions: understanding the "architecture" of therapy, helping trainees build theoretical models of change, understanding the clients'broader context, and understanding the student's broader context.     

Psychological treatment of adolescent substance abusers:: A review

Alcohol and drug abuse among youth has become a major national concern. Psychological treatment strategies reported in the literature that have been used with adolescent substance abusers include five approaches: (a) behavior therapy, (b) skills training, (c) reality therapy, (d) psychodynamic therapy, and (e) family therapy. A limited number of studies have evaluated these treatments. Behavior therapy, skills training, and family therapy approaches show some evidence of effectiveness. However, most studies had methodological flaws.     

‘Lady,Leave My Culture Out of It!’ An Interview With Nada Miocevic

Nada Miocevic is a social worker and family therapist who trained at Zagreb University in Croatia and at Melbourne University in Victoria, Australia. She completed her training in family therapy in 1975 at the Bouverie Centre, Melbourne. Since migrating to Australia in 1967, her work with migrant and refugee families has taken her throughout Australia and overseas. Currently she is in private practice. Her work involves conducting training courses in supervision and supervision of supervision, as well as her continuing work with families who experience long‐term illnesses.