Supplemental Material, sj-docx-1-tfj-10.1177_10664807211000095 for Family of Origin as Cultural M... more Supplemental Material, sj-docx-1-tfj-10.1177_10664807211000095 for Family of Origin as Cultural Messengers in the Training Context by Russell Haber, Cristina Braga, John Benda, Jenelle Fitch, Carrie Leigh Mitran and Kimberly A. Nelson in The Family Journal
A novel Family of Origin as Supervisory Resource Model that harnesses the family of origin of the... more A novel Family of Origin as Supervisory Resource Model that harnesses the family of origin of the therapist-in-training as a cultural supervisory resource in the training paradigm is presented. The format of the model comprises three phases: supervisor’s exploration of the trainee’s professional dilemmas, supervisor’s exploration of the same dilemma through stories narrated by the supervisee’s family of origin members, and supervisee’s presentation of a case that is an example of the dilemma. The application of this training model during supervision strengthens the trainee’s flexibility in divergent family systems and enhances the ability to handle dilemmas and to form a healthy therapeutic alliance.
International Journal of Group Psychotherapy, 2019
The significant benefit of experiential learning in group work presents ethical complexities that... more The significant benefit of experiential learning in group work presents ethical complexities that must be considered by students, faculty, and programs. This article explores the clinical and ethical intricacies of teaching a group counseling course while facilitating an experiential group as part of the course curriculum. Specifically, the framework presented examines the dual roles of facilitator and instructor as complementary versus adversarial functions while analyzing challenges to both teacher and students. Guidelines for effectively running an experiential group as part of a group counseling course are presented utilizing five ethical principles: fidelity, beneficence, nonmaleficence, autonomy, and justice. Finally, guidelines and practice considerations specifically tailored for the educative role as instructor and the process role as group facilitator are provided.
Historically the schools have not been substantial employers of family therapy professionals. Yet... more Historically the schools have not been substantial employers of family therapy professionals. Yet, the issues of school violence and dropout prevention have raised awareness of the need to work with families as pro-social deterrents. Since Marriage and Family Therapists are trained to work systemically and productively with families in many contexts, the next step is to provide new trainees with general and specific skills for working within the schools where they can activate and connect the resources in the family and in the school. The following manuscript describes an overview of how a district-wide MFT program trains inexperienced therapists to work in the schools.
To attain information about divergent agendas in family therapy, as well as incorporate client fe... more To attain information about divergent agendas in family therapy, as well as incorporate client feedback, we present the Client Feedback Note (CFN). The CFN elicits information about each family member's feelings, learning, dislikes, and wishes for each session. Anecdotal feedback after each session may help the therapist have better insight into the clients' perceptions and experience of the therapy and the therapist. Sensitivity to information generated by the CFN can help both therapist and client work to coconstruct a therapeutic process that is relevant to the diverse needs of the client system. This manuscript will (a) discuss literature supporting the use of client feedback in therapy; (b) present the CFN and rationale for its development; (c) discuss our experiences utilizing the CFN along with case examples that illustrate its use; and (d) identify practical applications, limitations, and potential research with using the CFN in systemic therapy.
Historically the schools have not been substantial employers of family therapy professionals. Yet... more Historically the schools have not been substantial employers of family therapy professionals. Yet, the issues of school violence and dropout prevention have raised awareness of the need to work with families as pro-social deterrents. Since Marriage and Family Therapists are trained to work systemically and productively with families in many contexts, the next step is to provide new trainees with general and specific skills for working within the schools where they can activate and connect the resources in the family and in the school. The following manuscript describes an overview of how a district-wide MFT program trains inexperienced therapists to work in the schools.
To attain information about divergent agendas in family therapy, as well as incorporate client fe... more To attain information about divergent agendas in family therapy, as well as incorporate client feedback, we present the Client Feedback Note (CFN). The CFN elicits information about each family member's feelings, learning, dislikes, and wishes for each session. Anecdotal feedback after each session may help the therapist have better insight into the clients' perceptions and experience of the therapy and the therapist. Sensitivity to information generated by the CFN can help both therapist and client work to coconstruct a therapeutic process that is relevant to the diverse needs of the client system. This manuscript will (a) discuss literature supporting the use of client feedback in therapy; (b) present the CFN and rationale for its development; (c) discuss our experiences utilizing the CFN along with case examples that illustrate its use; and (d) identify practical applications, limitations, and potential research with using the CFN in systemic therapy.
In 1976, Virginia Satir began Satir Family Camp (SFC) with therapists and their personal families... more In 1976, Virginia Satir began Satir Family Camp (SFC) with therapists and their personal families. Initially, it was a context for the family to experience Satir's concepts and techniques so that the family system would change along with the therapist. The training of therapists is no longer a significant part of camp; relationships with self, family, friends, and the community is now the main focal point. The process and governance of the camp is presented along with a lengthy anecdote of an experiential family session. These two features-community function and personal/familial growth-inextricably work together to provide a validating environment that supports desired changes.
Supplemental Material, sj-docx-1-tfj-10.1177_10664807211000095 for Family of Origin as Cultural M... more Supplemental Material, sj-docx-1-tfj-10.1177_10664807211000095 for Family of Origin as Cultural Messengers in the Training Context by Russell Haber, Cristina Braga, John Benda, Jenelle Fitch, Carrie Leigh Mitran and Kimberly A. Nelson in The Family Journal
A novel Family of Origin as Supervisory Resource Model that harnesses the family of origin of the... more A novel Family of Origin as Supervisory Resource Model that harnesses the family of origin of the therapist-in-training as a cultural supervisory resource in the training paradigm is presented. The format of the model comprises three phases: supervisor’s exploration of the trainee’s professional dilemmas, supervisor’s exploration of the same dilemma through stories narrated by the supervisee’s family of origin members, and supervisee’s presentation of a case that is an example of the dilemma. The application of this training model during supervision strengthens the trainee’s flexibility in divergent family systems and enhances the ability to handle dilemmas and to form a healthy therapeutic alliance.
International Journal of Group Psychotherapy, 2019
The significant benefit of experiential learning in group work presents ethical complexities that... more The significant benefit of experiential learning in group work presents ethical complexities that must be considered by students, faculty, and programs. This article explores the clinical and ethical intricacies of teaching a group counseling course while facilitating an experiential group as part of the course curriculum. Specifically, the framework presented examines the dual roles of facilitator and instructor as complementary versus adversarial functions while analyzing challenges to both teacher and students. Guidelines for effectively running an experiential group as part of a group counseling course are presented utilizing five ethical principles: fidelity, beneficence, nonmaleficence, autonomy, and justice. Finally, guidelines and practice considerations specifically tailored for the educative role as instructor and the process role as group facilitator are provided.
Historically the schools have not been substantial employers of family therapy professionals. Yet... more Historically the schools have not been substantial employers of family therapy professionals. Yet, the issues of school violence and dropout prevention have raised awareness of the need to work with families as pro-social deterrents. Since Marriage and Family Therapists are trained to work systemically and productively with families in many contexts, the next step is to provide new trainees with general and specific skills for working within the schools where they can activate and connect the resources in the family and in the school. The following manuscript describes an overview of how a district-wide MFT program trains inexperienced therapists to work in the schools.
To attain information about divergent agendas in family therapy, as well as incorporate client fe... more To attain information about divergent agendas in family therapy, as well as incorporate client feedback, we present the Client Feedback Note (CFN). The CFN elicits information about each family member's feelings, learning, dislikes, and wishes for each session. Anecdotal feedback after each session may help the therapist have better insight into the clients' perceptions and experience of the therapy and the therapist. Sensitivity to information generated by the CFN can help both therapist and client work to coconstruct a therapeutic process that is relevant to the diverse needs of the client system. This manuscript will (a) discuss literature supporting the use of client feedback in therapy; (b) present the CFN and rationale for its development; (c) discuss our experiences utilizing the CFN along with case examples that illustrate its use; and (d) identify practical applications, limitations, and potential research with using the CFN in systemic therapy.
Historically the schools have not been substantial employers of family therapy professionals. Yet... more Historically the schools have not been substantial employers of family therapy professionals. Yet, the issues of school violence and dropout prevention have raised awareness of the need to work with families as pro-social deterrents. Since Marriage and Family Therapists are trained to work systemically and productively with families in many contexts, the next step is to provide new trainees with general and specific skills for working within the schools where they can activate and connect the resources in the family and in the school. The following manuscript describes an overview of how a district-wide MFT program trains inexperienced therapists to work in the schools.
To attain information about divergent agendas in family therapy, as well as incorporate client fe... more To attain information about divergent agendas in family therapy, as well as incorporate client feedback, we present the Client Feedback Note (CFN). The CFN elicits information about each family member's feelings, learning, dislikes, and wishes for each session. Anecdotal feedback after each session may help the therapist have better insight into the clients' perceptions and experience of the therapy and the therapist. Sensitivity to information generated by the CFN can help both therapist and client work to coconstruct a therapeutic process that is relevant to the diverse needs of the client system. This manuscript will (a) discuss literature supporting the use of client feedback in therapy; (b) present the CFN and rationale for its development; (c) discuss our experiences utilizing the CFN along with case examples that illustrate its use; and (d) identify practical applications, limitations, and potential research with using the CFN in systemic therapy.
In 1976, Virginia Satir began Satir Family Camp (SFC) with therapists and their personal families... more In 1976, Virginia Satir began Satir Family Camp (SFC) with therapists and their personal families. Initially, it was a context for the family to experience Satir's concepts and techniques so that the family system would change along with the therapist. The training of therapists is no longer a significant part of camp; relationships with self, family, friends, and the community is now the main focal point. The process and governance of the camp is presented along with a lengthy anecdote of an experiential family session. These two features-community function and personal/familial growth-inextricably work together to provide a validating environment that supports desired changes.
This article traces professional and personal influences that helped Virginia Satir to shape her ... more This article traces professional and personal influences that helped Virginia Satir to shape her worldview. She was an integrative humanist who included body, mind, emotional, and spiritual processes to transform systems ranging from the molecular to the cosmic. Her theories and techniques offered a wellspring of hope and possibility to individuals as well as large assemblies. The presentation of a case with young, abused children demonstrates her use of self (through physical touch) by sensitively reframing the cycle of violence as an opportunity for safe, cooperative contact.
... Virginia Satir: un approccio umanistico integrato. Titolo Rivista: TERAPIA FAMILIARE. Autori/... more ... Virginia Satir: un approccio umanistico integrato. Titolo Rivista: TERAPIA FAMILIARE. Autori/Curatori: Russell Haber. Anno di pubblicazione: 2002 Fascicolo: 68 Lingua: Acquista qui! Informazioni sulla Rivista. Sottoscrivi il FEED, ...
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