The gap between clinical research and practice is a major challenge facing marriage and family therapy (MFT) training programs. Until now, the answer to bridge this gap has primarily been the Boulder Scientist-Practitioner Model. Although realistic for doctoral students, it may not be a good fit for MFT master's students who have primarily…

Despite the proliferation of supervision models, there is no evidence to suggest that any one model of supervision is in any way superior to any other. Many in the field have called for models that can bridge the various theoretical approaches to clinical supervision, and identify the essential elements of supervision. This article briefly…

Discusses basic theoretical assumptions underlying the process of family therapy education. The application of these assumptions is illustrated by the description of various teaching strategies that may be used in a wide range of graduate family therapy courses. (Author/JAC)

Summarizes one attempt to encourage family therapy graduate students to examine their own evolving family therapy assumptions. Presents theory-building questions organized as prompts for family therapy education to challenge the student to think through his or her evolving theory. Describes how theory-building questions were used in recent…

Describes a five-unit course that reviews the fundamentals of research methodology; gives an overview of family research; covers instrumentation tools and techniques; evaluates key investigations, and examines the challenges of the "new epistemologies" for family therapy research. Learning activities are described for each unit. (JAC)