Trainee perspectives on their family therapy training

Nel, Philip

doi:10.1111/j.1467-6427.2006.00354.x

Cited by 27 publications

(35 citation statements)

References 41 publications

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“…The findings in this study are consistent to some degree with results from the prior studies conducted by Nel (2006) and Paris et al (2006). Nel found that trainees reflected on personal relationships, both in the present and the family of origin, but more emphasis was placed on the stresses of training and it's effects on family life as well as the tension involved in balancing work, training, and motherhood.…”

Section: Discussionsupporting

confidence: 92%

“…It is also interesting that the majority of the aspects of training listed as responsible for personal development involved trainees actually doing relationships rather than learning family therapy skills. The findings of this study and the two prior studies by Nel (2006) and Paris et al (2006) exemplify a culture of teaching in family therapy that aims to foster relational expertise, not simply the development of technical proficiency in interviewing and intervention.…”

Section: Discussionmentioning

confidence: 73%

“…Despite these developments in both practice and theory, there has been relatively little research on the development of the self of the therapist in systemic family training, with the exception of two studies: Nel (2006) and Paris et al (2006). Both found that trainees reflect on their family of origin and make changes in the way in which they interact in current significant relationships.…”

mentioning

confidence: 93%

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Learning and Living Systemic: Exploring the Personal Effects of Family Therapy Training

et al. 2011

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Despite growing recognition that systemic family therapists need to be adept at personal reflection and managing the therapeutic relationship, little research has explored the effects of training beyond the development of skills. This article provides a report on a qualitative study focussed on the personal effects of family therapy training, with particular reference to the aspects of training that foster personal reflection and growth. Twenty three trainees from three training institutions were interviewed, utilizing the practices of grounded theory. Trainees reported a deepening relational awareness, which applied to both personal and professional domains and included shifts in perspectives on relationships with loved ones. Five aspects of training were identified as responsible: (1) personally challenging experiences with clients; (2) supervisors who live the paradigm; (3) the demystification of theory; (4) a safe supervisory space; and (5) the development of trusting peer relationships. Interns also described, in turn, how their personal development affected their clinical work, particularly in the development of compassion and empathy. This study serves to highlight training practices that support reflective practice in systemic family therapy.Keywords Family therapy Á Self of the therapist Á Personal development I'm practising what I'm preaching, do you know what I mean? (Jane)In the past decade there has been a growth in interest regarding the self of the therapist in the training and supervision of systemic family therapy. Mason et al. (2002) noted that one of the criteria for family therapy training courses in the UK includes the requirement for the exploration of trainees' families of origin and culture, and how family-related issues may help and/or limit them as therapists. Rhodes et al. (2008) describe how opportunities for personal reflection are maximised in their own training practice through the inclusion of a definitional ceremony (White 2000) at the beginning of the program, the implementation

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 73%

mentioning

confidence: 93%

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Learning and Living Systemic: Exploring the Personal Effects of Family Therapy Training

et al. 2011

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“…A brief search for IPA in this journal revealed no published studies and a similar search in five other top American couple and family therapy research journals found a total of five published articles through the end of 2014 where the authors referred to the use of IPA (e.g. Lloyd & Dallos, 2008;McCandless & Eatough, 2010Nel, 2006). There has been limited mention of it in key texts in the couple and family therapy field (e.g.…”

Section: The Use Of Interpretive Phenomenological Analysis In Couple mentioning

confidence: 99%

The Use of Interpretive Phenomenological Analysis in Couple and Family Therapy Research

Allan

Eatough

2016

The Family Journal

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This article proposes a research methodology that is newer to the field of couple and family therapy (CFT) research called interpretive phenomenological analysis (IPA). Researchers exploring CFT research continue to establish the efficacy of couple and family interventions in a context that favors a positivist view of phenomena. This research continues to be critical for establishing the role of CFT in the field of mental health as well as further clarifying which interventions are best for specific clinical issues and when. IPA offers researchers the opportunity to explore how couples and families make meaning of their experiences from an intersubjective perspective. Meaning making is central to understanding couples and families as well as part of the many clinical approaches to working with couples and families. Despite the importance of meaning, few research methodologies allow for this central concept in CFT to be the focus of exploration. The following article outlines one such methodology and the possible use of IPA in CFT research.

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“…Research studies by Reay (2003) and Reay et al (2010) highlight the shift -and loss -of identity that occurs when students from working class backgrounds experience a disjuncture between their families' culture and values and those of the higher education setting. Kevern and Webb (2004) found that mature women undertaking nurse education reported negative consequences for their personal relationships; and in Nel's (2006) research, family therapy trainees -mature postgraduates with a range of professional qualifications -described having to re-evaluate their personal and professional identities.…”

Section: Identity Work: Becoming a Social Work Professionalmentioning

confidence: 99%

‘Not Easily Put Into a Box’: Constructing Professional Identity

Wiles¹

2013

Social Work Education

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'Not easily put into a box': constructing professional identityResearching the interplay between social work students' personal and professional identities, I found that, in talking about becoming professionals, students drew on a wide range of discourses. Three common usages of the term 'professional identity' are explored: it can be thought of in relation to desired traits; it can also be used in a collective sense to convey the 'identity of the profession'. Taking a more subjective approach, professional identity can be regarded as a process in which each individual comes to have a sense of themselves as a social worker. I argue that the variations in students' talk reflect a wide range of cultural understandings that are prevalent within the social work community and society in general, and conclude that professional identity is more complicated than adopting certain traits or values, or even demonstrating competence. The different meanings of professional identity all have something to offer, providing resources for students as they construct themselves as social workers. This is important for social work education because it acknowledges the dynamic nature of professional identity, highlights the difficult identity work which each student must undertake, and prompts us to consider how this process might best be supported.

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Trainee perspectives on their family therapy training

Cited by 27 publications

References 41 publications

Learning and Living Systemic: Exploring the Personal Effects of Family Therapy Training

Learning and Living Systemic: Exploring the Personal Effects of Family Therapy Training

The Use of Interpretive Phenomenological Analysis in Couple and Family Therapy Research

‘Not Easily Put Into a Box’: Constructing Professional Identity

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