Learning Multiple Family Therapy Through Simulated Workshops

Abstract

Multiple Family Therapy (MFT) can be learned more rapidly through simulated workshops. A chronological approach to a simulated workshop is outlined describing mechanics and techniques. The hardest parts of simulated and real MFT are taking off and landing. Specific exercises are detailed to facilitate the early phases when professionals tend to simulate excessive psychopathology. However, recovery is usually rapid and dramatic in simulations; thus, the workshop leaders appear impressive. How to end "healthily" is the final challenge. Group input for assessment of simulated and real MFT is essential. From this feedback, subassertives and schizophrenics may be at the highest risk for deleterious effects from real MFT.

Multiple Family Therapy: Current Status and Critical Appraisal

“…They presented preliminary comparative data for three multiple family cotherapists rated with the instrument. The second article, by Raasoch and Laqueur (53), described the eclectic use of a variety of structured exercises adapted from family therapy and from Gestalt‐Encounter forms of group therapy for training therapists via a simulated multiple family therapy group.…”

“…With respect to the phases of treatment, Laqueur (41, 53) punctuated the experiences of chronic inpatients in MFT as unfolding in three stages: initial relief from anxiety and symptom distress, resistance to change, and commitment to change. Gritzer and Okun (32) identified three phases of time‐limited MFT from the perspective of outpatient participants.…”

Training staff in multiple family therapy in a children's psychiatric hospital: from theory to practice

“…The method of learning objectives also integrated the work of Raasoch and Laqueur (1979), who used role play in simulated workshops to teach MFT, and the apprenticeship model described by Laube and Higson (2000). The simulated workshop employed five progressive steps, each about twelve weeks in duration, from silent observer, to operator of the video camera, to active observer, to co‐therapist, to therapist.…”

“…Some aspects of training are discussed by Dixon and Dunne (2002), Laube and Higson (2000), McFarlane et al . (1983) and Raasoch and Laqueur (1979).…”

“…Following the five progressive stages identified by Raasoch and Laqueur (1979), two co‐therapists facilitated each session, while a third therapist participated as a silent observer in the room and a fourth clinician videotaped all sessions. Each session was videotaped and observed live on a TV monitor by an observing team located in an adjacent room.…”