Search

Educational contexts can be both enriched and impoverished by our relationship with learning and our ‘identity stories’ as learners influence how we construct contexts for learning. Keenoy et al. (2007) describe identity as a ‘transient bridging concept’ between the individual and society which is constructed through ‘reflexive processes of naming, labelling, classifying and associating symbolic artefacts and social actors in a dialogical process of social definition and redefinition’. Can methods of assessment be constructed to afford reflexive, dialogical learning opportunities? This paper outlines the design and methodology of a reflexive framework for the summative assessment of abilities used on the Intermediate Level course at Northumbria University. [ABSTRACT FROM AUTHOR]

In this paper we talk about creating coherence and transparency in the relationships between teacher, model of adult learning and subject taught. We describe how we have made connections between adult learning theory and family therapy to generate resources for action in teaching on the qualifying level course at Northumbria University. Using a recent teaching session and the voices of trainees, we illustrate these connections with an example of teaching about relational reflexivity, using methods which enabled us to generate reflexive ‘flow’ in the learning context. [ABSTRACT FROM AUTHOR]

Family therapy models often do not reflect the realities and desires of many gay and lesbian couples. Therapists working with this population are left to decide whether to apply these models as they are, to discard them, or to attempt to modify them as they assist their clients. Using research findings and case examples that describe the intergenerational boundaries for gay and lesbian couples as well as the nonmonogamous relationships of gay men, this paper illustrates how therapists can adapt family therapy models to suit the needs and preferences of this client population. [ABSTRACT FROM AUTHOR]

A literature review revealed few papers discussing the process of teaching family therapy. Described are some alternative teaching methods for a beginning level course. A film about a troubled family stimulated discussion and construction of a series of hypothetical therapy sessions. Course evaluations improved and students were encouraged about applying specific theories to practice. Innovative teaching provides protection against instructor burnout. [ABSTRACT FROM AUTHOR]