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Inside-out approaches to teaching multicultural techniques: Guidelines for family therapy trainers

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dc.contributor.author Ellenwood A.E. en
dc.contributor.author Snyders R. en
dc.date.accessioned 2012-11-01T16:31:33Z
dc.date.available 2012-11-01T16:31:33Z
dc.date.issued 2006 en
dc.identifier.citation Journal of Family Psychotherapy en
dc.identifier.citation 17 en
dc.identifier.citation 1 en
dc.identifier.issn 8975353 en
dc.identifier.other 10.1300/J085v17n01_05 en
dc.identifier.uri http://hdl.handle.net/10500/7342
dc.description.abstract Teaching multicultural counseling to students is a challenging endeavor for most instructors. The traditional type of learning is an "Outside-in" approach where students are expected to absorb information in a passive manner. This article introduces some innovative multicultural family therapy teaching approaches that can be employed to create an "Inside-out" approach to learning with prospective family therapists. These approaches imply learning by doing as well as using a self-reflective stance by the therapist. The learning context revolves around personal encounters and experiential processes in the classroom as well as analyzing real life experiences. Instructional approaches include self-reflexive exercises, cultural genograms, ecological maps, role-playing, interviews with actual immigrant families, and elaboration of the immigration odysseys. © 2006 by The Haworth Press, Inc. All rights reserved. en
dc.language.iso en en
dc.subject Family therapy; Multicultural; Techniques; Training clinical practice; cultural factor; ecology; education; family counseling; family therapy; human; immigrant; interview; medical student; migration; perception; personal experience; psychotherapist; review; teaching en
dc.title Inside-out approaches to teaching multicultural techniques: Guidelines for family therapy trainers en
dc.type Review en


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