Teaching family therapy-centered integration: Assimilation and beyond

Peter Fraenkel*, William M Pinsof

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

Abstract

This article addresses key themes in the teaching of family therapy-centered integration and describes the critical role of assimilative integration. The tenets of assimilative integration provide a framework for introducing students to multiple systemic theories and techniques while allowing them to maintain a secure base in one main theory. This form of integration is compared and contrasted to theoretical eclecticism, which guides students to become securely based in multiple theories through providing a framework for selecting which systemic approach to use when and with whom. Other issues that shape the form, content, and process of integrative training are discussed including the role of institutional culture and clinical needs, the importance of fully incorporating issues of diversity and social oppression, and the relational context within which teaching and learning take place.

Original languageEnglish (US)
Pages (from-to)59-85
Number of pages27
JournalJournal of Psychotherapy Integration
Volume11
Issue number1
DOIs
StatePublished - Mar 2001

Keywords

  • Couple therapy
  • Family therapy
  • Psychotherapy integration
  • Supervision
  • Training

ASJC Scopus subject areas

  • Clinical Psychology
  • Psychiatry and Mental health

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