An experientially based inductive approach to learning about family therapy

Abstract

The numerous and diverse approaches to the practice of family therapy pose a critical dilemma to practicing family therapists confronted with selecting a direction of study to further enhance their own professional knowledge and skill bases. This paper describes and evaluates a five-phase training model which facilitates practitioners' choices in regard to model selection by providing them with an opportunity to compare their own therapeutic belief and action systems with those of family therapists oriented to one of three historically prominent models of family therapy.