The AAMFT Task Force on Core Competencies (Nelson et al., 2007) proposed that marriage and family therapy (MFT) educators teach and provide evidence of trainee competence beyond coursework and accrued clinical hours. This article describes the integration of a systematic client feedback protocol into an MFT-accredited program's curricula to address the call for outcome-based learning. Outcome management (OM) provides a framework for teaching and assessing trainee effectiveness. Continuous incorporation of client feedback embodies collaborative, strengths-based, integrative, and diversity-centered program values. Students learn a system for being accountable to clients, the profession, and service communities.
Usable critical incident descriptions of leadership were collected from followers who were freshmen cadets in basic training (n = 400) at the U. S. Military Academy. A content analysis revealed several situational and behavior categories, both typifying and discriminating between "good" and "bad" leadership descriptions. The most notable findings were (1) the concordance between results obtained from the critical incident technique and from rating scales of leadership, and (2) the high correspondence between behaviors identified in good leadership descriptions and lacking (or absent) in bad leadership descriptions. The results support the notion of setting specific leadership typologies; future research using this technique is also proposed.
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