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 Sustainability of Population Health

The study of population health encompasses analysis of the fundamental influences on human health, the consequences of such influences for societies and individuals, and the ways in which people and institutions respond to these consequences. A theme lacking from the present discourse is that of the sustainability of population health. To be sustainable, societies must respect the boundaries of natural systems and scorn disparities in standards of living. Preliminary analysis of data from 152 countries reveals an inverse relation between measures of population health and sustainability, although there are examples of societies where this inverse relation does not hold. Future research in population health should begin to question the sustainability of improving the health of some populations at the expense of others, and investigate how some societies appear to be able to achieve population health without compromising the health of the biosphere.     

Task force on Medicaid in Missouri: a community collaboration in gerontological social work education

Master's level social work gerontology students formed a Task Force on Missouri Medicaid as the primary course project of the Social Policy and Aging class at George Warren Brown School of Social Work, Washington University in St. Louis. Led by students, the Task Force collaborated with community leaders to address issues with the escalating enrollment and cost of Missouri's Medicaid program, resulting in a widely disseminated policy brief. Students identified multiple professional skills gained through this assignment and community leaders determined the issue brief to be a significant contribution to Missouri's Medicaid policy debate.     

Improving homeless persons' utilisation of primary care: lessons to be learned from an outreach programme in The Netherlands

Elissen AMJ, Van Raak AJA, Derckx EWCC, Vrijhoef HJM. Improving homeless persons' utilisation of primary care: lessons to be learned from an outreach programme in The Netherlands Faced with rising homelessness, countries around the world are in need of innovative approaches to caring for those without shelter, who, more often than not, suffer from severe health problems. We conducted a case study of an innovative Dutch Primary Care for the Homeless (PCH) programme to gain insight into clients' demographic characteristics, health problems and service use, and to develop an explanation for its success in increasing the latter. Our analyses are based on a combination of quantitative and qualitative data. The results of the study suggest that the success of the PCH programme can be explained by the providers' pragmatism and will to adapt their mode of care provision to the behavioural patterns and needs of their homeless clients.     

Raising multiracial awareness in family therapy through critical conversations

Multiracial families are uniquely affected by racial dynamics in U.S. society. Family therapists must be prepared to meet the needs of this growing population and to support racial equity. This article includes an overview of literature related to being multiracial and offers a framework for working with multiracial identity development in therapy. A critical conversation approach to working with multiracial identity is shared along with case examples. The authors' experiences developing the model via a practitioner inquiry group are highlighted.     

Precarious lives,precarious labour: family support and young men's transitions to work in the UK

This research is about young people, family support and transitions into the workforce. We provide the results of a comparative, qualitative study with young men in two southern English towns. We argue that relationships of support in families are vital to young people's ability to ‘navigate’ precarious labour market opportunities. As Youth Studies has become increasingly preoccupied with individualism, we are compelled to draw attention to the collective support that is necessary to ‘launch’ the life trajectories of young people who are transitioning into an economic environment marked by insecurity and uncertainty. We conclude with recommendations for future research.     

Social Class in Family Therapy Education: Experiences of Low SES Students

In this article, we report the results of a national survey of students in COAMFTE‐accredited family therapy programs who self‐identify as coming from lower‐ or working‐class backgrounds. Results of the study reveal opportunity and tension relative to family, friends, and community because of social mobility associated with graduate education. Participants describe family therapy education as middle‐class centered, pointing to lack of attention to social class, marginalization, classism, and unacknowledged class barriers as salient experiences in their graduate programs. Finally, participants share a number of suggestions for program improvement.     

‘If you're a male primary teacher,there's a big “why are you doing that? What is wrong with you?”’ Gendered expectations of male primary teachers: The ‘double bind’

The underrepresentation of men in non-traditional fields of work is often attributed to essentialist gendered beliefs that associate such roles exclusively with women. This phenomenon is not limited to any specific country but is observed worldwide. Moreover, male teacher drop-out rates remain a consistent issue. This article examines the detrimental impact of gendered expectations of masculinity on male primary teachers through interviews conducted with both male and female teachers in the UK. It argues that men in this occupation face a ‘double bind,’ being judged for conforming to hegemonic masculine norms while also facing judgement for deviating from them. All male teachers interviewed expressed feeling the pressure of gendered expectations, which primarily stem from one central misconception fuelled by traditional conceptions of gender; that the occupation is unsuitable for men. As a result, men who enter the profession encounter challenges not only related to their gender but also their sexuality and their sense of professional identity as teachers. Addressing the damaging role of gender beliefs is crucial in promoting the numerical representation of men in the teaching profession.