Human Sexuality Education in Marriage and Family Therapy Graduate Programs

Given the likelihood that marriage and family therapists will encounter clients with sexual concerns, it is important to know how graduate training programs are preparing future clinicians to work with this domain of life. Sixty‐nine marriage and family therapy (MFT) program directors completed an online survey to examine how sexual health education is integrated into graduate training programs. Findings indicate that while the majority of program directors value sexuality curriculum, and most programs require at least one course in this area, there are barriers to privileging sex topics in MFT graduate programs. Barriers include few MFT faculties with expertise in human sexuality and marginalized sexual health topics. Implications for training MFT graduate students and their work with future clients are discussed.     

Gender and diversity topics taught in Commission on Accreditation for Marriage and Family Therapy Education programs

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.     

SEXISM IN FAMILY THERAPY: DOES TRAINING IN GENDER MAKE A DIFFERENCE?

The purpose of this study was to investigate the clinical decision making of marriage and family therapists who had no training in gender compared to those who had such training, either through a separate course or by having gender issues integrated throughout the curriculum. Specifically, levels of feminism and sexism in the clinical assumptions and interventions of therapists were evaluated using clinical vignettes. Participants for this study included 150 beginning or entry-level therapists from marriage and family therapy training programs in academic settings. Of the 102 participants with some training in gender isues, 64% reported having received gender training from a faeminist perspective. contrary to expectations, a multivariate analyssis of variance revealed that training in gender issues alone did not significantly influence levels of feminism and sexism in clinical decision making. However, the levels of sexism in clinical interventions were significantly lower if therapists had received gender coursework from a feminist perspective, whether in a separate course or integrated throughout the curriculuim. These findings raise a question as to the wtility of teaching gender issues if what is taught and how it is taught are not also considered.     

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.     

Factors influencing student selection of marriage and family therapy graduate programs

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.     

A National Survey of Graduate Education in Psychopharmacology: Advancing the Social Work Perspective on Psychiatric Medication

ABSTRACT

Social workers’ unique skills and professional perspective can contribute to improved practices in psychopharmacology, yet it is unclear how social work programs prepare students for this area of practice. This study examined instruction of psychopharmacology through a national Web-based survey of MSW program directors and instructors of psychopharmacology content (n = 171). Nearly two-thirds (63.7%) reported their program integrates psychopharmacology usually into one or two existing courses, whereas 20.5% indicated their program offers a stand-alone course. Lack of faculty expertise and having no room in the current curriculum structure were identified as the top barriers for programs not offering any psychopharmacology content. The profession’s critical, social justice, empowerment, client-centered, and systems perspective appears to ground the teaching of psychopharmacology in social work programs.     

Understanding perceptions of substance use education in social work: an analysis of survey responses from MSW program leaders

ABSTRACT

This article details the findings of a series of analyses regarding how the institutional leaders of Master of Social Work Programs (MSW) in the United States form their perceptions on the role and implementation of substance use concepts in social work education. Five statistical tests were performed on data collected from a 2017 substance use education (SUE) survey of MSW program leaders, and the analyses were used to explore how program leaders form their perceptions on: the importance of SUE to social work, the need for regulatory measures for SUE in social work, the SUE needs of individual MSW programs, the implementation of substance use course content, and graduating students’ substance use intervention capacities. Significant findings from the analyses showed that: the amount of foundational course emphasis on clinical SUE within individual programs is a significant predictor of program leader perceptions on students’ clinical substance use intervention capacities; different categories of substance use intervention preparedness have interconnected effects among domains of preparedness; and perceptions on the importance of SUE to social work have a significant impact on program leaders’ opinions regarding regulatory measures for SUE in social work.     

Effectiveness of a school-based backpack health promotion program: Backpack Intelligence

A prominent school health issue in the United States is the use of backpacks, however, there is a paucity of literature on the effectiveness of backpack safety programs. The purpose of this paper is to describe a school-based backpack health promotion program: Backpack Intelligence, report on its effectiveness, and suggest avenues for future research. Three-hundred-seventy-two 6th and 7th grade students participated in the program which was integrated into their physical education curriculum. Of those students, 242 completed post-education surveys to assess its effectiveness. Pre-education, 44% reported that their backpack was uncomfortable to carry, and 61% reported two or more warning signs that their backpack was too heavy. Only 57% wore their backpack properly and less than half organized the contents in their backpack correctly. Post-education, 63% reported the program worthwhile. Forty-two percent changed the way they used their backpack, and 93% felt knowledgeable about backpack safety, a 24% increase. Both grade and gender differences were found. Areas identified in the literature as fruitful for future research were suggested. Until we have definitive research on the link between backpack use and injury, interventions may be imperfect, but as a society we are compelled to safeguard the health of our children.     

BEYOND LAW AND ETHICS: AN INTERDISCIPLINARY COURSE IN FAMILY LAW AND FAMILY THERAPY

The professions of family therapy and law share many clients and areas of overlap. Law-related coursework in family therapy programs in typically limited to legal, ethical, and professional issues. However, students can also benefit from understanding other areas of overlap, such as divorce, child custody, and mediation. This article discusses the curriculum for an interdisciplinary course that educates both family therapy and law students. The course provides: (1) a substantive education about similarities and differences between the profession, how they operate as systems, and specific areas of overlap, (2) opportunities to learn clinical skills, and (3) opportunities for personal insight about skills, personality tyes, and negotiations, styles, and how these may differ between the professions.     

Twenty-first century learning after school: the case of Junior Achievement Worldwide

Efforts to increase after-school programming indicate the nation's concern about how youth are engaged during out-of-school time. There are clear benefits to extending the learning that goes on during the school day. Research from the U.S. Departments of Education and Justice shows that after-school participants do better in school and have stronger expectations for the future than youth who are not occupied after school. And the need is evident: 14.3 million students return to an empty house after school, yet only 6.5 million children are currently enrolled in after-school programs. If an after-school program were available, parents of 15.3 million would enroll their child. JA Worldwide began in 1919 and has been rooted in the afterschool arena from its origins. Its after-school programs teach students about the free enterprise system through curriculum focusing on business, citizenship, economics, entrepreneurship, ethics and character, financial literacy, and career development. At the same time, JA Worldwide incorporates hands-on learning and engagement with adults as role models, both key elements to a successful after-school program. Now focused on developing curriculum emphasizing skills needed for the twenty-first century, JA adopted the key elements laid out for after-school programs by the Partnership for 21st Century Skills. To ensure that the next generation of students enters the workforce prepared, America's education system must provide the required knowledge, skills, and attitudes. Programs such as JA Worldwide serve as models of how to provide the twenty-first century skills that all students need to succeed.     

On-Line,Computer-Based,Interactive Simulations: Bridging Classroom and Field

ABSTRACT

This paper briefly describes two educational tutorial programs, and the efforts of this author to evaluate the effectiveness of these computer mediated programs. One interactive program is designed to teach students how to apply crisis concepts to a practice simulation, and the second program is designed to teach students how to assess lethality with a suicidal client. Formal evaluations by students of these two programs and student performance on a follow-up quiz have produced positive results. A comparison study of classes who completed these programs and a class that did not have the training has also produced significant, favorable results.     

The Process of Personal Transformation for Adolescents Practicing Mindfulness Skills in an Alternative School Setting

This qualitative study examined the experiences of alternative school students as they participated in a mindfulness skills program. A 7-month school-based mindfulness skills program was integrated into the Grade 10 curriculum for high school students (N = 19; 10 boys and 9 girls, ages 15–17). Students engaged in mindfulness practices twice weekly during class time. Students practiced breath awareness, and seated, walking, and lying mindfulness meditation during the course of the program. Students completed initial and final questionnaires about their experiences as well as written journal entries based on their experiences in the program. At the completion of the program, 14 of the 19 program completers were interviewed (6 boys and 8 girls). Data analysis yielded two broad areas of perceived benefits of participation in the mindfulness skills program: intrapersonal benefits and interpersonal benefits. Intrapersonal benefits included themes of self-awareness and self-regulation (including cognition, emotions, and behavior). Interpersonal benefits included themes of building relationships (with peers, family members, and teachers) and learning to trust. These findings may be useful when planning school-based mindfulness programs and may serve as a guide for researchers studying mindfulness practices for youth.     

The State of Lesbian,Gay, and Bisexual Affirmative Training: A Survey of Faculty from Accredited Couple and Family Therapy Programs

This study explored the state of lesbian, gay, and bisexual (LGB) affirmative training in the couple and family therapy field. LGB affirmative refers to holding positive views of LGB identities and relationships. A total of 117 faculty members completed the online survey for this study. Participants were asked to respond to items on the following topics: LGB affirmative stances, LGB affirmative program environment, LGB affirmative course content, self‐of‐the‐therapist work, and professional opportunities to work with LGB topics and clients. The findings of this study were encouraging as participants reported holding positive beliefs about LGB individuals, that their training programs had fairly affirmative program environments, and that LGB affirmative course content was included in their program curriculum.     

Cross-Cultural Competency Through Service-Learning

ABSTRACT

This article addresses the development of cross-cultural competency within the context of service-learning. The need to integrate cross-cultural competency into the academic curriculum has risen dramatically with the sharp increase in resident Hispanics and their families. Service-learning addresses the demand for culturally competent graduates who can address the paradigms of inequality and invisibility as well as the language barrier. Service-learning develops cultural competency through weekly direct contact and journal writing exercises. By venturing into the community, students see beyond the cultural walls that often divide neighborhoods, and they also make connections between economics, anthropology, history, political science, and other disciplines. Through service-learning, many university students develop maturity and ingenuity that they would not acquire in the classroom. Community partners—the families, students, and teachers—discover how to complement and advocate for each other to help ensure well-being and academic success. This article analyzes and evaluates the service-learning experience through a community practicum course in which students spend 40 hours working with Hispanic migrant families. It includes the evolution in service-learning in a university program and the value in the shift from a focus on language acquisition to the development of cultural competency as an integral part of the program. Working with a population that is culturally different from themselves and the textbook knowledge they have received has become a cornerstone of university language and teacher-training programs.     

Study Abroad,Global Citizenship,and the Study of Nongovernmental Organizations

Nonprofit education and management programs often recognize the efficacy of including experiential learning opportunities such as study abroad in their curricula. In addition, higher education institutions increasingly prioritize global citizenship as a learning outcome. However, challenges abound for educators who want to evaluate study abroad courses that expect students to acquire or deepen their levels of global citizenship. This study seeks to evaluate the impact of a short-course study abroad program on students’ global citizenship orientation. Our qualitative findings suggest that students indeed grapple with the notion of global citizenship in various ways while immersed in such a course. They can also express conflicting views, further confounding scholarly understanding of how to best measure global citizenship. We discuss implications for students expressing more of an observational role than an inclination to act on global issues.     

Entering Youth Justice: Comparing the Views of Human Services and Criminology Students

Abstract

The present paper explores how undergraduate students who are relatively new to the field of youth justice conceptualise their possible future work roles. The research compared the views of students who were commencing two undergraduate courses (subjects) concerned with working with young people. One course was taken by human services students and the other was taken by criminology students. Findings indicated that there were significant differences between these two groups in terms of their views about crime causation, as well as how they see the roles of youth justice workers. Students entered their respective programs and youth courses with differing professional orientations. The findings raise some intriguing questions at a time when universities and employers look to the potential benefits of “double degrees” and “joint degrees” that span supposedly complementary professional areas. However, contrasting beliefs about “troubled and troublesome” young people may resist easy accommodation within the same program of professional preparation.     

The Implicit Curriculum: Student Engagement and the Role of Social Media

This article presents results from an exploratory study conducted as a component of an assessment of the implicit curriculum in one master’s-level social work program. Web-based surveys were used to collect data from 80 graduate social work students in online and face-to-face programs. Findings indicate students who perceived social media as more useful reported higher levels of engagement and participation in program governance. The implications for social work education deal with the ability to competently use social media as a tool to increase student engagement. Students will only be exposed to elements of the implicit curriculum if they are active participants in their academic environments.     

University-assisted community school program of West Philadelphia: democratic partnerships that make a difference

The university-assisted community school model is showing results for children and youth in West Philadelphia. The University of Pennsylvania's (Penn's) Center for Community Partnerships has coordinated universitywide efforts, in partnership with the community, in order to create and develop community school programs. The Sayre program aims to become a university-assisted community school, with a comprehensive community problem-solving curriculum and communitywide program that is fully integrated across both the Sayre curriculum and the curriculum of a number of Penn's schools. The Penn-Sayre project demonstrates that higher education can be a permanent anchor for revitalizing schools and communities if the vast resources it possesses, particularly its faculty, students, and staff, are brought to bear in a coordinated fashion.     

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.     

Outness among LGBTQ Social Work Students in North America: The Contribution of Environmental Supports and Perceptions of Comfort

This study examines various environmental factors that may impact a lesbian, gay, bisexual, transgender, or queer (LGBTQ) social work student's level of ‘outness’ (disclosure) with regard to their sexual orientation or gender identity. An internet-based survey was conducted, comprised of LGBTQ undergraduate and graduate students from social work programs across North America (n = 1,018). Utilizing Pearson's chi square analysis, significant associations correlated between outness and the following six areas: (1) LGBTQ student perception of other students' overall level of comfort with their sexual orientation or gender identity within the program; (2) the number of faculty that know about their sexual orientation or gender identity; (3) the number of students that know about their sexual orientation or gender identity; (4) how supported they felt with regard to their LGBTQ identity within the program; (5) the percent of faculty that are supportive of LGB and Q issues; and (6) awareness of openly LGBTQ administrators or staff members. Implications for social work education and practice are examined, as are suggestions for continued research.