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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]

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]

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]

This paper reports evidence on the factor structure, reliability, and validity of the Chinese Family Assessment Instrument (C-FAI), an instrument developed to assess family functioning in Chinese populations. A convenience sample of 1,462 adolescents from junior secondary schools completed the C-FAI and measures of parent-adolescent conflict. Exploratory and confirmatory factor analyses showed that five factors were abstracted from the scale, a finding which was similar to those reported in previous validation studies. Results also showed that the C-FAI was internally consistent and its scores were moderately correlated with measures of conflict with parents, providing support for the convergent validity of the measure. Finally, females perceived family functioning to be better than did males and age was linearly related to perceived family dysfunction. In conjunction with the previous findings, the present study suggests that the C-FAI can be used to objectively assess family functioning in Chinese adolescents. [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]

The article focuses on the working paper "Family Relationships and Intergenerations Exchange in Later Life," by Christine Millward. This new working paper from the Australian Institute of Family Studies, is based on data from the Later Life Families Study, conducted in late 1996. The paper explores family relations and supports in the light of the trend toward redistribution of private and public resources for family support services and welfare provision. It ties together many aspects of the intergenerational obligations and exchanges experienced by people aged between 50 and 70 years.

This article presents reference material relating to families across the life course represent an important component of the information available on the Australian Family & Society Abstracts database at the Australian Institute of Family Studies. All of these references are available on interlibrary loan from the Institute's Family Information Centre, with a few of them being available online. The article "Family Relationships Education Services," outlines family relationships education services which offers preventive activities focusing on providing information and skills to foster positive and stable relationships. The services aim to enhance the achievement of sustained family relationships through increased self awareness and understanding of relationships and processes, the capacity to apply them,and an awareness of community resources and support groups. The research paper "Towards Understanding the Reasons for Divorce," examines the reasons for divorce in relation to selected demographic and socio-economic factors, who initiated separation, whether assistance was sought during the marriage, whether the couple prepared for their final separation, aspects of post-divorce adjustment and reflections of regret.