Critical incidents in the professional lives of first year MFT students

Robert E. Lee, Christie Eppler, Natasha Kendal, Christopher Latty

Research output: Contribution to journalArticlepeer-review

20 Scopus citations

Abstract

First year MFT students engaged in a journaling project, selecting one event daily which captured something about being a student, including the process of therapy, consultation, and supervision, that struck them as important in terms of their professional development. On reflection, the students saw therapeutic success and professional confidence as systemic products of a variety of contextual factors: transient and enduring aspects of the self and the client, faculty, peer, and family influences, and treatment setting and program factors. Students and faculty experienced this formative self study as valuable and believe that it should be done at the beginning, middle, and end of an educational program and the results shared with both faculty and students.

Original languageEnglish
Pages (from-to)51-61
Number of pages11
JournalContemporary Family Therapy
Volume23
Issue number1
DOIs
StatePublished - Mar 2001
Externally publishedYes

Keywords

  • Critical incidents
  • Education/training/supervision
  • Family therapy
  • Journals
  • Self-of-therapist

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