Teaching Accountability: Using Client Feedback to Train Effective Family Therapists

Authors


  • Jacqueline A. Sparks, PhD, Associate Professor, Department of Human Development and Family Studies, Couple and Family Therapy Program, University of Rhode Island, Director of the Couple and Family Therapy Clinic, University of Rhode Island; Tiffani S. Kisler, PhD, Assistant Professor, Department of Human Development and Family Studies, Couple and Family Therapy Program, University of Rhode Island; Jerome F. Adams, PhD, Chair of the Department of Human Development and Family Studies, Director of the Couple and Family Therapy Program, University of Rhode Island; Dale G. Blumen, MS, Coordinator of the Couple and Family Therapy Clinic, University of Rhode Island.
    The authors wish to thank Barry Duncan for his generous assistance in the preparation of this article.

Address correspondence to Jacqueline A. Sparks, 2 Lower College Rd., Kingston, Rhode Island 02881; E-mail: jsparks@uri.edu

Abstract

The AAMFT Task Force on Core Competencies (Nelson et al., 2007) proposed that marriage and family therapy (MFT) educators teach and provide evidence of trainee competence beyond coursework and accrued clinical hours. This article describes the integration of a systematic client feedback protocol into an MFT-accredited program’s curricula to address the call for outcome-based learning. Outcome management (OM) provides a framework for teaching and assessing trainee effectiveness. Continuous incorporation of client feedback embodies collaborative, strengths-based, integrative, and diversity-centered program values. Students learn a system for being accountable to clients, the profession, and service communities.

Ancillary