The novel Coronavirus pandemic (COVID‐19) and subsequent social distancing practices have altered the way we move through the world and access physical and mental healthcare. While researchers and clinicians have begun to explore the impact of telehealth delivery on psychotherapy and treatment outcomes, the purpose of this study was to explore the lived experiences of individuals in teletherapy, specifically those engaging in teletherapy with a romantic partner or family member. Using a thematic analysis of open‐ended online survey questions, we explored the experiences of 25 individuals who engaged in couple or family teletherapy after social distancing began. The resulting themes included “making do,” safe therapeutic space, convenience, logistical challenges, and therapist accommodation. We discuss the clinical implications of these themes to support effective couple and family teletherapy and offer suggestions and considerations for remote clinical interventions and practices. [Correction added on 22 March 2021, after first online publication: The term '19' has been changed to '(COVID‐19)' in the first line of the Abstract section, in this version.]

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Successful completion of a doctoral program requires dedication and commitment from the student and their family system. However, previous research pertaining to graduate student relationship satisfaction has sought out the perspective of the student. In this phenomenological research study researchers inquired about the lived experiences of eight partners of graduate students completing a doctoral program with a family therapy focus. Researchers inquired about the lived experiences of the partners of the graduate student, and through thematic analysis identified five essential themes: (1) PhD as a priority; (2) learning to have congruent communication; (3) tension; (4) maintaining appreciation; and (5) differentiation and re‐integration. The researchers join the voices of the participants in calling for changes to the on‐boarding process for new doctoral students, and their partners. Educational institutions can provide realistic expectations of the demands on the doctoral student and their partners, thereby providing informed consent in the process. There is also opportunity for leadership to actively reduce stigma around highly successful individuals in academia accessing mental health services.