Student Perspectives on Family Therapy Training

Attitudes and Beliefs of Marriage and Family Therapists Regarding Psychotropic Drugs and Therapy

“…It remains an open question whether MFT programs are actively educating their students about issues in psychopharmacology. A recent study addressed some of these issues by surveying students from 10 MFT programs across the country regarding their perceived training needs (Maggio, Marcotte, Perry, & Truax, 2001). The study clearly showed that MFT students desired more emphasis on special topics, including psychotropic medication.…”

Factors Influencing Student Selection of Marriage and Family Therapy Graduate Programs

“…Maggio, Marcotte, Perry, and Truax (2001) surveyed current and former students of COAMFTE‐accredited programs as well as non‐COAMFTE programs to determine factors necessary in an MFT program to promote a successful clinical practice upon completion of the program. Participants (31 current students and 11 graduates) reported that they desired more training in specific presenting problems, such as sexual and substance abuse.…”

“…First, we were interested in the views of both master’s and doctoral students. Although the population of interest represents a departure from the Larson and Baugh study, the precedent to gain information from both master’s and doctoral level trainees has been set by a variety of other investigations examining student perceptions of their program (viz., Deacon & Piercy, 2000; Hines, 1996; Inman et al., 2004; Maggio et al., 2001; Polson, Piercy, & Nida, 1996). This is the first study, however, to combine the views of both master's and doctoral students in terms of their approach to training program selection.…”

Relational transformation in family therapy supervision: a qualitative inquiry in a postmodern collaborative learning community

“…2000;Maggio, Marcotte, Perry, and Traux, 2001) The literature search on family therapy supervision revealed several parallels between the findings of my study and those of Maggio, Marcotte, Perry, and Traux (2001 ) In both studies the supervisees emphasized the importance of a collaborative approach to learning by the supervisors and the faculty who teach and mentor in family therapy. Maggio et al (2001 ) also similarly found that modeling, collaboration, and supervision facilitate the development of effective and reflective family therapists. Likewise, Mines (1996) discussed the effect of offering trainers the opportunity to reflect on the voices of their own students periodically and to involve in ongoing dialogues with them throughout the learning process.…”

“…Likewise, Mines (1996) discussed the effect of offering trainers the opportunity to reflect on the voices of their own students periodically and to involve in ongoing dialogues with them throughout the learning process. Maggio et al (2001 ) suggested that the dialogue between family therapy students and trainers in marriage and family therapy should actualize collaborative and active learning practices through maximizing talking with' the students. Ham (2001) addressed a need to study opportunities for transformation in family therapy training programs.…”