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The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: (1) being a scientist and generating data; (2) teaching procedural knowledge; and (3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching.

In this essay, we respond to Simon's article (2012). We discuss our view that therapy works best when therapists can match therapeutic interventions to the worldview of clients. We see this matching to client worldview as rooted in research evidence, and we suggest that therapists can practice authentically and effectively using more than one divergent therapy approach. We conclude the paper by pointing out points of disagreement we have with Simon's use of Davis and Piercy's ("Journal of Marital and Family Therapy," 2007a; 33, 298; "Journal of Marital and Family Therapy," 2007b, 32, 515) study, a study Simon uses to ground his arguments.

The gap between clinical research and practice is a major challenge facing marriage and family therapy (MFT) training programs. Until now, the answer to bridge this gap has primarily been the Boulder Scientist-Practitioner Model. Although realistic for doctoral students, it may not be a good fit for MFT master's students who have primarily clinical career ambitions--which we believe is a legitimate and positive career choice. The following article articulates a "research informed" perspective as opposed to the scientist-practitioner framework as a research-training model for clinically oriented MFT master's programs. After articulating the similarities and differences between these two approaches, the authors outline 10 practical ideas to integrate research into programs that desire to remain clinical in focus, but also research informed.

Doctoral education is greatly impacted by context, and the large majority of marital and family therapy (MFT) doctoral programs are PhD programs in research-focused universities. I believe their primary mission is to equip students to become scientist-practitioners and do original research that will advance the science of the discipline, whereas the mission of the typical master's program is to produce strong practitioners who are research informed. It is the emphasis on the scientific method, not the content specialty area, that should be the hallmark of PhD programs in research-focused contexts. I describe metrics for success that include not only research productivity but also the development of a supportive, open, flexible, and generous program culture. The research mission of these programs has been only modestly helped by the Commission on Accreditation for Marriage and Family Therapy Education process and the programs are largely not doing the programmatic intervention research that the field needs. As the universities that house these programs are also "raising the bar," the long-term viability of the programs themselves will likely hinge on success in this arena.

Despite the proliferation of supervision models, there is no evidence to suggest that any one model of supervision is in any way superior to any other. Many in the field have called for models that can bridge the various theoretical approaches to clinical supervision, and identify the essential elements of supervision. This article briefly explores the range of existing supervision models, and suggests a rationale for seeking factors common across the various models. The authors highlight the development of a new supervision model that synthesizes current thinking about supervision into three dimensions. The three dimensions are defined, and resulting supervisory roles explored. Implications for supervision practice, research, and training are discussed.

This study examined child inclusion issues and training marriage and family therapists (MFTs) to treat children. This modified Delphi study utilized a panel of experts, and gathered data through questionnaires and qualitative interviews. Panelists believe children should participate in family therapy sessions for both child and adult problems, except when parents are discussing sex or sensitive issues. Child-focused courses should emphasize developmental issues, engaging techniques, theoretical issues, play therapy theory, MFT treatment for child disorders, and specific child/family problems. Panelists suggest numerous child-focused references, but reached consensus for only one. Key therapist attributes and skills were identified. Deductive and inductive training methods and the role of supervision were highlighted. Although therapist playfulness and creativity were emphasized, few play techniques were included in the final profile.

We discuss the status of the scientist-practitioner model in marriage and family therapy (MFT) doctoral programs. Issues discussed include a lack of faculty research role models in doctoral programs, "farming out" the majority of research courses to other disciplines, problems with curriculum, and how the culture of MFT does not support research. We also present suggestions for improving doctoral research training. The goal is to improve the quality of research training in doctoral programs. We hope that this will help change the culture of MFT to include research as one of its primary goals and greatest assets.

Explored common factors across theories of marriage and family therapy (MFT). Clinicians and researchers were asked to achieve consensus regarding common factors. Respondents were asked to report on commonalities across various MFT theories, as well as what they personally considered to be core the ingredients of change. Implications for training and practice of MFTs are discussed. (BF)

Resurgence of interest in marriage and family enrichment has propelled educators to examine the training of new therapists in preventive approaches to therapy. This article presents a graduate course to educate students about the enrichment movement and skill and competency based approaches to family interventions. (BF)

Summarizes gaps between assumptions appearing in literature, research, and accepted standards for marital and family therapy (MFT) supervision, and the common practice of supervisors. Issues stemming from gaps are highlighted and recommendations made for closing them. In an effort to refine standard practice for MFT supervision, best practice recommendations are offered. (BF)

Uses six theoretical developments in marriage and family therapy (systems theory refinement, constructivism, feminism, emphasis on family resources, increased use of narrative metaphor, increased interest in qualitative research) as lenses through which to view U.S. family. Comments on strengths and weaknesses of family, current threats to family life, and what family therapists can do to strengthen families. (Author/NB)

Summarizes trends in theory and research on marriage and family therapy over the past decade. Finds particularly noteworthy the debates over the "new epistemology" and the feminist critique of family therapy. On basis of identified trends, makes recommendations for research in the 1990s. (Author/NB)

Examines developments in empirical research in family therapy training since Kniskern and Gurman's (1979) review. Assesses present knowledge concerning training outcomes in marital and family therapy from six studies of the development of instruments for measuring the outcome of training and nine studies which actually evaluate training outcome. Evaluates research methodologies, and makes recommendations for future research. (Author/PVV)

Describes a five-unit course that reviews the fundamentals of research methodology; gives an overview of family research; covers instrumentation tools and techniques; evaluates key investigations, and examines the challenges of the "new epistemologies" for family therapy research. Learning activities are described for each unit. (JAC)

Discusses basic theoretical assumptions underlying the process of family therapy education. The application of these assumptions is illustrated by the description of various teaching strategies that may be used in a wide range of graduate family therapy courses. (Author/JAC)

Views treatment of sexual addiction within context of addiction and family therapy. Presents a case of sexual addiction and explicates an intervention model which emphasizes the importance of family participation in the treatment. (Author/NB)

Presents an empirical assessment of goals of family therapists. Members (N=310) of the American Association for Marriage and Family Therapy rated highest goals encouraging families to relate caringly, responsibly, and creatively in negotiating differences. Advanced communication skills and cohesion skills related to institutional aspects of family life ranked lowest. (Author)

The Minnesota Couple Communication Program had a positive effect on the couple's use of open-style communication and on perceived quality of the couple's relationship immediately after training. Only the positive changes in perceived quality of relationship persisted at the follow-up. (Author)

Summarizes one attempt to encourage family therapy graduate students to examine their own evolving family therapy assumptions. Presents theory-building questions organized as prompts for family therapy education to challenge the student to think through his or her evolving theory. Describes how theory-building questions were used in recent clinical family therapy practicum and suggests other uses. (NB)