Self issues for family therapy educators.
Family therapy educators frequently encourage self-reflection in their students and clients. However, little attention has been paid to the challenges and processes of the educators themselves. In this piece, four faculty members reflect individually and collectively on their lives and roles as educators. They describe family-of-origin influences, the intersections of their personal and academic lives, systemic factors in the professional setting, balancing work and family, hierarchy, gender, and coping strategies to increase support and reduce competition. They recommend a deliberate process of self-reflection to other family therapy educators and offer suggestions for improving the organizational dynamics of family therapy training programs.
University of Massachusetts, Amherst, USA. LFONTES@javanet.com
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Fontes
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Piercy
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Thomas
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Sprenkle
D000223:Adaptation, Psychological; D000328:Adult; D002055:Burnout, Professional / Q000517:prevention & control* / Q000523:psychology; D004500:Education, Graduate / Q000458:organization & administration; D005178:Faculty; D005190:Family / Q000523:psychology; D005196:Family Therapy / Q000193:education*; D005260:Female; D005783:Gender Identity; D006801:Humans; D008297:Male; D008875:Middle Aged; D015279:Organizational Culture; D012380:Role; D012649:Self Concept