Outsider Witness Groups as a Means of Professional Growth in Family Therapy Training: An Exploratory Qualitative Study

2019 ◽  
Vol 59 (2) ◽  
pp. 509-524 ◽  
Author(s):  
Yochay Nadan
Keyword(s):  
Family Therapy ◽  
Qualitative Study ◽  
Professional Growth ◽  
Family Therapy Training ◽  
Therapy Training

Family Therapy Training Around the World

2011 ◽  
Author(s):  
Thomas Todd ◽  
Daniel Martinez-Ortiz ◽  
Phoebe S. Prosky ◽  
William J. Hiebert
Keyword(s):  
Family Therapy ◽  
Family Therapy Training ◽  
Therapy Training ◽  
The World

Multiple Theoretical Approaches to Supervision: Choices in Family Therapy Training

1983 ◽  
Vol 22 (4) ◽  
pp. 491-500 ◽  
Author(s):  
SUSAN H. McDANIEL ◽  
TIMOTHY WEBER ◽  
JAMES McKEEVER
Keyword(s):  
Family Therapy ◽  
Family Therapy Training ◽  
Theoretical Approaches ◽  
Therapy Training

‘Who decided this?’: Negotiating epistemic and deontic authority in systemic family therapy training

2022 ◽  
pp. 146144562110374
Author(s):  
Katerina Nanouri ◽  
Eleftheria Tseliou ◽  
Georgios Abakoumkin ◽  
Nikos Bozatzis
Keyword(s):  
Adult Education ◽  
Family Therapy ◽  
Conversation Analysis ◽  
Epistemic Authority ◽  
Family Therapy Training ◽  
Naturally Occurring ◽  
Therapy Training ◽  
Systemic Family Therapy ◽  
Deontic Authority ◽  
Insight Into

In this article we illustrate how trainers and trainees negotiate epistemic and deontic authority within systemic family therapy training. Adult education principles and postmodern imperatives have challenged trainers’ and trainees’ asymmetries regarding knowledge (epistemics) and power (deontics), normatively implicated by the institutional training setting. Up-to-date, we lack insight into how trainers and trainees negotiate epistemic and deontic rights in naturally occurring dialog within training. Drawing from discursive psychology and conversation analysis, we present an analysis of eight transcribed, videotaped training seminars from a systemic family therapy training program, featuring three trainers and eleven trainees. Our analysis highlights the dilemmatic ways in which participants resist and affirm the normatively implicated trainers’ deontic and epistemic authority. Trainers are shown as mitigating directives and trainees as resisting them, with both displaying (not)knowing, while attending to concerns about (a)symmetry. We discuss our findings’ implications for systemic family therapy training.

Family Therapy Training: Learning an Attitude

1982 ◽  
Vol 27 (7) ◽  
pp. 561-561
Author(s):  
Graham Berman
Keyword(s):  
Family Therapy ◽  
Learning Process ◽  
Family Therapy Training ◽  
Curriculum Content ◽  
Therapy Training

The learning process is differentiated from the curriculum content. It is suggested that family therapy will be more effectively learned by identification with competent models than by following a consciously organized curriculum.

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