Factors Influencing Student Selection of Marriage and Family Therapy Graduate Programs

This study reviews the creation and testing of a model of Therapist Personal Agency during MFT training. A model including self-efficacy, trainee developmental level, supervisor working alliance, family of origin relationships, and psychological states was supported by data collected from a national sample of MFT students. The model supported by the data was consistent with much of the previous research regarding the correlates of therapist self-efficacy. Furthermore, the model accounted for 20% of the variance in therapist performance as measured by therapist reports of the working alliance. The results also highlighted the importance of attending to the relationships, interactions, and experiences that take place within the training environment and secondly, the added value that may accrue from focusing on the trainee's extended network of family relationships. A brief case example serves to illustrate the importance of tending to Therapist Personal Agency. In sum, this study provides preliminary support for holistic training methods that focus upon the whole person of the therapist.

Section: Limitationssupporting

confidence: 90%

Therapist Personal Agency: A Model for Examining the Training Context

Mutchler

Anderson²

2010

“…Previous research regarding master’s and doctoral students’ experiences suggests that a primary interest of doctoral students choosing a graduate program is the opportunity to teach classes (Hertlein & Lambert‐Shute, 2007). The results of this study indicate that a career in academia is the primary goal of many doctoral students, and that their doctoral programs are indeed preparing them for many of the tasks associated with this career.…”

Section: Discussionmentioning

confidence: 99%

“…Greater anonymity of respondents was facilitated by having the program directors forward the survey link directly to their students. This method of data collection follows previous similar efforts to study the experiences of MFT students (Anderson, Schlossberg, & Rigazio‐DiGilio, 2000; Hertlein & Lambert‐Shute, 2007).…”

Section: Methodsmentioning

confidence: 99%

“…The advantages of a web-based survey include low cost, faster return rates, and confidentiality. The limitations of this mode of data collection include the depersonalizing nature of a mass mailing and the tendency this has to thwart respondent participation (Dillman, 1991;Hertlein and Lambert-Shute, 2007;Raj & Sivadas, 1995). To encourage participation, the authors first contacted the 17 program directors by mail, including a description of the study and the survey link, and invited any questions about the project.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Career Aspirations and Perceived Level of Preparedness Among Marriage and Family Therapy Doctoral Students

Miller¹,

Lambert-Shute

2009

Self Cite

The authors conducted a survey of marriage and family therapy (MFT) doctoral students in programs accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). MFT doctoral students (N = 82) from across the United States responded to a web-based survey that focused on career aspirations, training opportunities, and the level of preparedness they experienced during their doctoral education. Results of this survey indicated that students felt they were well prepared for many aspects of their chosen career path. Some respondents desired more training to prepare them for careers in academia. More men than women indicated a career in academia as their primary career aspiration. While most of the respondents perceived that their internship experiences were beneficial, some expressed the desire for more opportunities to supervise master's-level students, to write grants, and to teach graduate-level MFT courses. The authors conclude with a discussion of how these findings may influence the development of core competencies specific to doctoral education in MFT.

“…While some (Hardy & Laszloffy, 1995; Keiley et al., 2002) emphasize the need for therapists to connect with their own cultural heritage, others (e.g., Constantine et al., 2001; McDowell et al., 2005; Nelson et al., 2001) endeavored to remind us that marriage and family therapists (MFTs) must be clinically trained to deal with an increasing population of color, including Latino (Bean, Perry, & Bedell, 2001), African American (Bean et al., 2001; Berg & De Jong, 1996), and Asian (Killian & Hardy,1998; Young‐Kyong Kim, Bean, & Harper, 2004). Others (Hertlein & Lambert‐Shute, 2007; Locke & Kiselica, 1999; McDowell et al., 2003; Williams & McBain, 2006), however, focus on teaching—classroom instruction—the center of this present work. Of the existing work, McDowell et al.…”

Section: Mft and Diversity Carlyn Jacques Debra Nixon And Maud Pasquetmentioning

confidence: 99%

Creating Community: Offering a Liberation Pedagogical Model to Facilitate Diversity Conversations in MFT Graduate Classrooms

Nixon

Marcelle-Coney

Torres-Greggory

et al. 2010

Creating a safe place for open classroom engagement on topics of multiculturalism and diversity requires intentionality and honesty. Unless all, professor and students alike, feel safe talking about related issues, the attempt will result in a politically correct exercise in futility. This article focuses on how intentional pedagogical efforts can create a classroom environment conducive to therapeutic self-reflection and result in personal and professional transformation. Offerings include personal reflections, theoretical and pedagogical ideologies and practices, a classroom paradigm as exemplar, critical redefinitions, a survey of other pedagogical endeavors, a template for multicultural instruction, and recommendations.