Introducing research methods and reflexivity into family therapy training

Citation

Wrate RM & Forbat L (2008) Introducing research methods and reflexivity into family therapy training. Journal of Family Therapy, 30 (4), pp. 517-528. http://www3.interscience.wiley.com/journal/121474478/abstract; https://doi.org/10.1111/j.1467-6427.2008.00434.x

Abstract
Research training does not always sit easily with family therapy trainees due to the perceived difficulty of the terrain and the mismatch between the primacy given to research and their developing expertise in the clinical work. Despite these tensions, research forms a core component to advanced training and is a requisite module for students completing an M.Sc. Following the provision of suboptimal teaching in research methods for M.Sc. candidates, a substantial redesign of the course was undertaken, taking into account the context of students’ learning. This paper reports on the contextual influences on this new approach, and outlines the key pedagogical strategies that support student learning within the formal teaching sessions and beyond. We present a summary of the outcomes so far.

Keywords
research training; reflexivity; research methods; research; family therapy; training; Family psychotherapy Study and teaching; Family psychotherapy Research

Journal
Journal of Family Therapy: Volume 30, Issue 4

People

Professor Liz Forbat

Professor, Faculty of Social Sciences