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Self issues for family therapy educators
L A Fontes1, F Piercy, V Thomas
1University of Massachusetts, Amherst, USA. LFONTES@javanet.com
Journal of Marital and Family Therapy
|July 25, 1998
Summary
Family therapy educators should practice self-reflection to navigate personal and professional challenges. This approach can improve their well-being and enhance family therapy training programs.
Area of Science:
- Family Therapy
- Psychology
- Education
Background:
- Family therapy educators often promote self-reflection in students and clients.
- The personal experiences and challenges faced by educators themselves are under-examined.
Purpose of the Study:
- To explore the lived experiences and professional challenges of family therapy educators.
- To identify factors influencing educators' roles and well-being.
- To offer recommendations for improving family therapy training.
Main Methods:
- Four faculty members engaged in individual and collective self-reflection.
- Exploration of family-of-origin influences, personal-academic life intersections, and systemic factors.
- Discussion of work-life balance, hierarchy, gender, and coping strategies.
Main Results:
- Educators' experiences are shaped by personal histories, professional environments, and systemic dynamics.
- Balancing work, family, and academic roles presents significant challenges.
- Strategies for support and reducing competition are crucial for educator well-being.
Conclusions:
- Family therapy educators benefit from deliberate self-reflection.
- Addressing systemic factors and promoting support can enhance training programs.
- Recommendations are provided for improving organizational dynamics in family therapy education.