Building Intensive Simulations in Family‐Therapy Training

Abstract

Bu i Id i ng I n tensiveSimulations in Fam i ly-Therapy Training ROBERT 0. RICH DICK T. SAMPSONIntensive family simulation provides a bridge between classroom role plays and supervised practicums in family-therapy training. The method is presented and specific techniques described.Intensive fami4 simulation is part of a process for training family therapists. It emphasizes trainee participation in a simulated family. The goal of this technique is training students to make structured observations and intervention plans that culminate in their active intervention in a simulated family. Continual supervision through a one-way mirror with direct telephone communication is a major element of the technique.Graduate students beginning family-therapy training need family situations in which they can apply and evaluate their newly acquired skills and knowledge. Students often report that classroom role playing for this purpose feels artificial. On the other hand, all but the most advanced students are often intimidated by actual families presenting real problems. The literature (Berg) suggests family simulation as an intermediate step between classroom role plays and conducting actual family therapy. Intensive family simulation was developed to provide trainers with a structured, step-by-step technique for accomplishing this intermediate step.

Teaching Family Counseling Through the Use of Fiction

“…At the conclusion of the class. students are evaluated by their instructor in how they handled themselves and how they presented the skills of their theories (Rich & Sampson, 1990). These evaluations are made initially on a verbal level and then in writing.…”

Simulation as a tool in family therapy research

“…Simulation has also been employed to train clinicians in the behavioural sciences (Rich and Sampson, 1990).…”

“…Family therapy training programmes make extensive use of family simulation (Dollinger, 1989;Fulmer, 1983;Jessee and L' Abate, 1981;Lee, 1986;Rich and Sampson, 1990;Weingarten, 1979;West, 1984), with various simulation training techniques and programmes described in the literature. Raasoch and Laqueur (1979) claimed the following benefits: intensifying the involvement of the trainees, shortening training time, illustrating family theory, and augmenting the trainees' identification with various family roles.…”