How Award-Winning Family Therapy Educators Engage Their Students in Meaningful Family Therapy Education

Family therapy educators are currently challenged to teach their students in ways that facilitate competencies, but that are also meaningful to students. In this qualitative study, which serves as the second article of this dissertation, twelve award-winning family therapy educators were interviewed about how they facilitate educational practices that family therapy students have defined as meaningful to them. A thematic analysis of the interviews revealed seven primary themes: 1) relationship building, 2) attending to student development, 3) relevance, 4) actively engaging students in the process, 5) enthusiasm and curiosity, 6) providing and receiving honest feedback, and 7) transparency. The implications of these findings are discussed to support meaningful family therapy teaching practices as well as to offer specific suggestions for how family therapy educators can more deeply engage with their students.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Human Development

Department dc:contributor.department

Human Development

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2017

Author dc:creator

• Earl, Ryan Michael

Chair dc:contributor.committeechair

• Piercy, Fred P.

Committee members dc:contributor.committeemember

• Milewski Hertlein, Katherine Anne
• Breunlin, Douglas C.
• Grafsky, Erika L.
• Case Pease, Jenene

• family therapy education
• training

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:11860

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/77948