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Systemically trained counselors have a distinctive set of skills that make them well suited to prepare teachers to work with students' families. In this article, we discuss our experiences as family counselors in developing and teaching a required course in family-school collaboration to elementary teachers in training. We first describe the teacher dispositions that need to be developed to support such family-school relationships and the skills possessed by family systems counselors for promoting these dispositions. We then describe the course goals, instructional methods, and course activities, and report the impact of this course experience on our students and ourselves.

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Sensitive topics evaluation presents both a maze and a minefield to qualitative evaluators due to their complexity and their potential to create areas of misanalysis. For novice and experienced qualitatve practitioners alike, the evaluator can find the task of broaching complex content and developing trusting relationships to be serious methodological hurdles. In particular, the exercise of exploring and analyzing sensitive topics may increase strain as the evaluator seeks to access the abstract and intangible aspects of often distressing subjective content. To assist qualitative evaluators in overcoming these hurdles, the authors propose a collaborative analysis approach informed by counseling strategies and reflecting skills.