Little is known about the experience of families affected by incarceration, yet current trends indicate that millions of children have a parent who is imprisoned. Using a conceptual framework that acknowledges the losses associated with a parent's incarceration, 56 caregivers visiting an incarcerated family member during children's visiting hours were interviewed. The interview gathered information about family, health, economics, and the legal aspects of the inmate's situation. Overall, families were at risk economically before incarceration, and the most vulnerable became even more financially strained afterward. Other problems believed to be created by incarceration included parenting strain, emotional stress, and concerns about children's loss of involvement with their incarcerated parent. Implications for family practice and policy are discussed.

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.

This study examines the process of change in filial therapy, a type of play therapy, which engages parents as therapeutic agents in working with troubled children. Outcome studies have supported the efficacy of this approach in building parent-child relationships, reducing parenting stress, and reducing child behavior problems. The purpose of this qualitative study is to examine the process in order to understand how these changes occur. The researchers compare the viewpoints of the therapist, the parents, and an independent observer, noting the points in therapy which are deemed facilitative or inhibitive of change.

Researchers have reviewed couple and family therapy journals to determine the extent to which issues concerning older populations are addressed. In an effort to extend previous work, we conducted content analyses of 957 articles published in three of the leading marital and family therapy journals between 1997 and 2006. From the articles, 27 (2.8%) mentioned aging or included older adults in their sample. Results indicate that the number of articles emphasizing older adults has not substantially increased. While this result has been substantiated by other researchers in previous years, a new finding in this study concerns the quality of articles on aging issues. The articles reviewed in this study indicated a greater focus on aging issues and addressing issues during this life cycle stage.

Service-Learning can be a rewarding and challenging experience for students. One of the rewards for students can be the connection between their course work and real life experience. However, students interacting with populations with which they have limited prior experience face unique challenges. We developed a training program designed to facilitate comfort with older adults who have dementia for service-learners in a gerontology course who were serving at an Adult Day Services (ADS) program. Students in the course completed pre- and post-surveys assessing level of contact with older adults and attitudes on aging. Service-learners serving at the ADS comprised the treatment group (n = 5) while those serving at other S-L sites made up the control group (n = 11). Independent and paired sample t-tests indicated that the training program contributed to intra-individual and group differences in comfort working with older adults and with adults who are cognitively impaired. Differences in attitudes about older adults were also identified. Implications for adult development courses involving S-L at dementia care programs are discussed.