Challenge and urgency in defining doctoral education in marriage and family therapy: valuing complementary models.
In this overview, I comment on the strong theme of the need to define and improve the quality of doctoral education in marriage and family therapy that pervades the three essays. Deficits in research training are the central concern, although the essayists take different perspectives on the nature of the research training needed. The different perspectives can be understood in terms of three different models of doctoral education. The institutional model focuses on professional training with little financial support for students and lower expectations for faculty research. The community of scholars model emphasizes a balance of research and practice with students required to attend full-time and financial support provided. Research is a mix of faculty- and student-driven and is often focused on professional issues. The star researcher model often held out as the ideal, although not yet represented in marital and family therapy (MFT), emphasizes faculty externally funded programmatic research with students working on and supported by faculty grant funding. The value and role of all three models in MFT doctoral education are described and discussed.
Wampler
Karen S
KS
Department of Family and Child Ecology, Michigan State University, East Lansing, Michigan, USA. kwampler@msu.edu
D003479:Curriculum; D004500:Education, Graduate / Q000458:organization & administration*; D005196:Family Therapy / Q000193:education*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007587:Job Description; D008388:Marital Therapy / Q000193:education*; D017145:Models, Educational; D009937:Organizational Objectives; D011361:Professional Competence; D024382:Professional Role; D011368:Professional-Family Relations; D011785:Quality Assurance, Health Care; D014481:United States; D014495:Universities