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Patterns of learning in family therapy training
A J Perlesz1, Y Stolk, A F Firestone
1Bouverie Family Therapy Center, Victoria, Australia.
Family Process
|March 1, 1990
Summary
Family therapy training shows skill gains, but individual learning varies significantly. Evaluating trainees requires attention to diverse learning styles and performance complexities beyond group averages.
Area of Science:
- Psychology
- Therapy Training
- Skill Acquisition
Background:
- Family therapy training programs aim to develop essential clinical skills.
- Evaluating trainee progress is crucial for program effectiveness and client safety.
Purpose of the Study:
- To evaluate skill acquisition in family therapy trainees.
- To explore individual differences in learning and performance within a training program.
Main Methods:
- Assessed 15 trainees in perceptual/conceptual, intervention/executive skills, and personal development.
- Utilized pre- and post-training assessments.
- Compared group results with individual performance data and self-reports.
Main Results:
- Group analysis indicated overall skill acquisition across all assessed areas.
- Individual analysis revealed varied learning baselines and advancement rates among trainees.
- Discrepancies were noted between trainee self-assessments and observer-rated performance.
Conclusions:
- Family therapy training fosters skill development, but learning is not uniform.
- Individual learning styles and performance trajectories necessitate tailored training and evaluation approaches.
- Future training evaluations should incorporate methods sensitive to individual differences.