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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
PubMed
Summary
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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.

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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.