Family Therapy Training Research – An Updating Review

Abstract

a This paper provides an update of research into the training of family therapists. Issues from the overarching contexts of adult learning, professional training and current themes in the practice of family therapy are briefly outlined. The early organization of the training research field is seen as being programme orientated, lacking a multi-perspective approach (particularly that of the trainee) and not making use of qualitative research methods. The more recent empirical research is reviewed with these issues to the fore. The paper concludes by providing a new set of research questions, many of which can be addressed by qualitative methodologies and by calling for the research process to be an essential ingredient of training for family therapists aided by the development of the trainer/researcher role. IntroductionAny discussion of family therapy training should as a first step consider the general context of adult learning and professional education, for it is within this context that important issues and parameters will be found that have a direct bearing on the evaluation of training. Thus, of the models of professionalism that have been identified (Jones and Joss, 1995), the most applicable to the practice of family therapy would appear to be that of the reflective practitioner (Schon, 1983). The role that one is training for with this model is of facilitating the discovery of optimal courses of action and solutions to problems in an uncertain world. The model holds that there are no right single answers, there being a range of possible solutions and courses of actions which can vary from context to context. It is also recognized that the theories which inform such practice may be deficient or incomplete.The tasks of training reflexive practitioners have then to be © 1997 The Association for Family Therapy

Understanding alliances. How can research inform user‐friendly practice?

“…This review of research has drawn on many ideas from outside the field of family therapy. Indeed, in his research review around the training of family therapists, Street (1997) suggests that such training will need to take account of the fact that the field will become characterized by much less purity of treatment format and clinical methods. This is a point also made by Pinsof and Wynne (1995) who warn family therapists against being too precious about the type of therapy they practice.…”

Disequilibrium and Development

“…Arguments for using an adult development approach to family therapy training have emphasized the importance of the student's perspective (Nelson & Smock, 2005;Street, 1997). Street (1997), in a review of the research on family therapy training, criticized it as overly program-oriented, ''lacking a multi-perspective approach (particularly that of the trainee), and not making use of qualitative research methods'' (p. 89).…”

“…Street (1997), in a review of the research on family therapy training, criticized it as overly program-oriented, ''lacking a multi-perspective approach (particularly that of the trainee), and not making use of qualitative research methods'' (p. 89). He stated:…”

“Her Energy Kind of Went Into a Different Place”: A Qualitative Study Examining Supervisors’ Experience of Promoting Reflexive Learning in Students

“…Clearly, the research effort described in these reviews is organized around attempts to define program goals and to quantify skill change in students. Street (1997), in his follow‐up review, notes that this work is “program centered” and does not explore the student, trainer, or client perspectives. He comments that the research agenda “has … been based on a rather narrow view of research, namely one that is empirically oriented and residing within a logico‐scientific approach; it has not embraced a critical perspective” (p. 92).…”

“…Qualitative studies that investigate facets of family therapy training and supervision, produced since Street’s (1997) review, are discussed in detail in McCandless and Eatough (2010). In summary, this research has focused on the aspects of student experience including the use of the cultural genogram as a training tool (Keiley et al., 2002), the racial experience of female family therapy students (McDowell, 2004), overall experience during training (Nel, 2006), and the experience of students from overseas studying in North America (Mittal & Wieling, 2006).…”