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There is scant literature in couples and family therapy about the impact of culture in couple therapy. This paper reviews current literature in counseling, multicultural counseling, family therapy, and gender and cultural studies to provide an overview of the significant and pertinent issues related to culture and the couple therapy setting. The paper reviews several aspects of culture including race and ethnicity, gender, social class, and sexual orientation. While by no means a complete review of these issues as they relate to couple therapy, this paper attempts to provide an opening to future dialogue and discourse in this area of clinical interest. [ABSTRACT FROM AUTHOR]

Although feminist family therapy has been studied and practiced for more than 20 years, writing about feminist supervision in family therapy has been limited. Three supervision methods emerged from a qualitative study of the experiences of feminist family therapy supervisors and the therapists they supervised: The supervision contract, collaborative methods, and hierarchical methods. In addition to a description of the participants' experiences of these methods, we discuss their fit with previous theoretical descriptions of feminist supervision and offer suggestions for future research. [ABSTRACT FROM AUTHOR]

This study examined factors that influence family therapists to include children in or exclude them from therapy sessions. We hypothesized that therapist comfort, child problem type (internalizing vs. externalizing), family composition (one- vs. two-parent families), and presenting problem (child-oriented problem vs. adult-oriented problem) affect therapists' inclusion of children. A survey of clinical members of AAMFT found that half of the therapists excluded children on the basis of their comfort and that those who felt more comfortable were more likely to include children in sessions. Therapists included children more frequently in cases of an internalizing vs. an externalizing child, more with single-parent than two-parent families, and more often when the presenting problem focused on a child than on an adult. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Family therapy educators frequently encourage self-reflection in their students and clients. However, little attention has been paid to the challenges and processes of the educators themselves. In this piece, four faculty members reflect individually and collectively on their lives and roles as educators. They describe family-of-origin influences, the intersections of their personal and academic lives, systemic factors in the professional setting, balancing work and family, hierarchy, gender, and coping strategies to increase support and reduce competition. They recommend a deliberate process of self-reflection to other family therapy educators and offer suggestions for improving the organizational dynamics of family therapy training programs. [ABSTRACT FROM AUTHOR]