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Family therapy educators frequently encourage self-reflection in their students and clients. However, little attention has been paid to the challanges and processes of the eudcators themselves. In this piece, four faculty members reflect individually and collectively on their lives and roles as educators. the 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 ot 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 dynamic of family therapy training programs.