Developmental Pedagogy in Marriage and Family Therapy Education: Preparing Students to Work Across Epistemologies

Hoff, Chris; Distelberg, Brian

doi:10.1111/jftr.12203

Cited by 8 publications

(3 citation statements)

References 26 publications

(56 reference statements)

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“…C/MFT education programs typically begin by guiding students in the cognitive development of theoretical approaches which may include critical, postmodern, and modernist perspectives that do not readily integrate and initially can be experienced as disruptive or unsettling (Hoff & Distelberg, 2017;Hoff et al, 2018). Even when classroom focus includes a social justice orientation, this emphasis is not often reflected in later practice (Almeida et al, 2008).…”

Section: Therapist Developmentmentioning

confidence: 99%

Learning to Embody a Social Justice Perspective in Couple and Family Therapy: A Grounded Theory Analysis of MFTs in Training

et al. 2022

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This action research study explores how four MFT students shifted from a cognitive understanding of equity and power to an intrinsic and automatic internalized process as we participated in research in which we observed, coded, and engaged in structured reflexive conversations about relational power using a data bank of Socio Emotional Relationship Therapy sessions. We reviewed and analyzed ten of our recorded two-hour reflexive conversations to develop grounded theory that explains our experience of learning to embody a relational power lens, which consists of five interconnected phases: (a) developing a theoretical understanding of relational power, (b) critically observing live therapy, (c) noticing and attending to the felt sense of witnessing power, (d) engaging in transformative conversation, and (e) applying to personal practice. Our findings provide guidance for clinical training programs who wish to facilitate the experience for clinicians-in-training to understand and address societal power processes in clinical practice. Keywords Clinical training • Supervision • Social justice • Couple therapy • Socio-emotional • Relationship therapy • Power and equity • RelationshipsCouple and family therapy training programs are called upon to facilitate "development of competencies in understanding and applying knowledge of diversity, power, privilege, and oppression" (COAMFTE Foundational Curriculum Area 3, version 12.5). Considerable literature addresses why this attention to social justice is important (e.g., Rambo, 2018;Watson et al., 2020), and an emerging body of work is beginning to detail what equitable, socially responsible practice looks like (

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Section: Therapist Developmentmentioning

confidence: 99%

Learning to Embody a Social Justice Perspective in Couple and Family Therapy: A Grounded Theory Analysis of MFTs in Training

et al. 2022

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“…The interdisciplinary study of families, typically associated with Departments of HDFS (among many other names, including family studies, family science, and family and consumer science; see Hans, ) is aligned not only with the pedagogical practice of family life education (e.g., Bailey & Gentry, ; Darling et al, ; Hennon, Radina, & Wilson, ; Myers‐Walls et al, ) but also with interdisciplinary sources of knowledge and application from which teachers and students may gain new ideas and strategies to convey the critical, complex, and always compelling subject matter about families (e.g., Allen, ; Few‐Demo, Humble, Curran, & Lloyd, ; Gentry, ; Goldberg & Allen, ; Grzywacz & Allen, ; Hamon & Smith, ; Hoff & Distelberg, ; Sprey, ). What guides our field, whether called HDFS, family science, or a related term (Hans, ), is “a clear and cogent commitment to making a positive difference in human lives” (Grzywacz & Middlemiss, , p. 547).…”

Section: Interdisciplinary and Institutional Challenges In Teaching Amentioning

confidence: 99%

Preparing the Educators Who Teach About Families: Engaging Family Science in the University Setting

Allen

Lavender‐Stott

2020

Family Relations

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In this article, we address foundational and innovative aspects of preparing educators who teach about families, including theoretical, methodological, and practical considerations. We approach our task by defining and utilizing a human development and family science (HDFS) worldview, which, like the related foci on translational family science and family life education, integrates both the need for comprehensive academic grounding and professional preparation in the service of improving individual and family lives. We integrate the HDFS worldview with critical pedagogy and feminist praxis in family science that explicitly calls attention to inequality, oppression, and the need to empower individuals, families, communities, and societies. One of the hallmarks of HDFS scholarship and pedagogy on families is the intentional approach of teaching students to work in fields where they are seeking to name and redress individual and family vulnerability. In addition, we provide a comprehensive case study of collegiate education for training graduate students who are preparing to teach undergraduate students in the interdisciplinary field of HDFS. Finally, we provide directions for future research and implications for practice in HDFS pedagogy and teacher training in academic and community settings.

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“…Some approaches intentionally consider the relationship between societal discourses and family narratives, couple power dynamics and societal power dynamics, and/or the effect of societal systems of power and privilege on families (e.g., the Cultural Context Model, Almeida, Dolan-Del Vecchio, & Parker, 2008; Narrative Family Therapy, White & Epstein, 1990;Socio-Emotional Relational Therapy, Knudson-Martin & Huenergardt, 2010; and Just Therapy, Waldegrave & Tamasese, 1994). Many family therapists, however, find themselves drawing on disparate epistemological frameworks to do so, even within the same day (Hoff & Distelberg, 2017). It can also be difficult, even when using conceptual frameworks that consider the impact of societal systems on a theoretical level, to apply these understandings to the relational dynamics and material realities of clients' lives (McDowell, 2015).…”

mentioning

confidence: 99%

Third‐Order Thinking in Family Therapy: Addressing Social Justice Across Family Therapy Practice

2018

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We contend that the field of family therapy is undergoing a notable shift from second- to third-order thinking. We offer theoretical support and examples to demonstrate how third-order thinking provides a framework for integrating heightened sociocultural attunement into family therapy practice. We discuss the importance of third-order thinking relative to being prepared to invite families into third-order change. Finally, we offer a case example to show specific guidelines for third-order practice.

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Developmental Pedagogy in Marriage and Family Therapy Education: Preparing Students to Work Across Epistemologies

Cited by 8 publications

References 26 publications

Learning to Embody a Social Justice Perspective in Couple and Family Therapy: A Grounded Theory Analysis of MFTs in Training

Learning to Embody a Social Justice Perspective in Couple and Family Therapy: A Grounded Theory Analysis of MFTs in Training

Preparing the Educators Who Teach About Families: Engaging Family Science in the University Setting

Third‐Order Thinking in Family Therapy: Addressing Social Justice Across Family Therapy Practice

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