The use of experiential learning practices is a cornerstone of marriage and family training. In this article, two novel experiential approaches for teaching couples counseling are detailed. Specifically, the evolution from the original format to the final version of the learning experience is described. The two primary components of the experiences include (a) a semester-long role-play enacted by doctoral student graduate assistants and (b) student reflecting teams. The authors found that students benefited from these experiences and were able to provide validation, offer encouragement, and act as catalysts for change both with their classmates and in mock couples sessions. The reflecting team format was especially helpful in promoting a safe, interactive learning environment. In addition to describing the experience, suggestions are made for adapting the approaches to fit other programs.
Amatea, E. (1986). Family Therapist Trainee Rating Scale. Unpublished manuscript.
2.
Anderson, T. (1987). The reflecting team: Dialogue and meta-dialogue in clinical work. Family Process, 26, 415-428.
3.
Anderson, T. (1991). The reflecting team: Dialogues and dialogue about the dialogues. New York: Norton.
4.
Baker, S. B., Daniels, T. G., & Greeley, A. T. (1990). Systematic training of graduate-level counselors: Narrative and meta-analytic reviews of three major programs. Counseling Psychologist, 18, 355-421.
5.
Bateson, G. (1972). Steps to an ecology of the mind. New York: Ballantine.
6.
Cole, P. M., Demeritt, L. A., Shatz, K., & Sapoznik, M. (2001). Getting personal on reflecting teams. Journal of Systemic Therapies, 20, 74-87.
7.
Griffith, J. L., Griffith, M. E., Krejmas, N., McLain, M., Mittal, D., Rains, J., et al. (1992). Reflecting team consultations and their impact upon family therapy for somatic symptoms as coded by structural analysis of social behavior. Family Systems Medicine, 10, 53-58.
8.
Griffith, B. A., & Frieden, G. (2000). Facilitating reflective thinking in counselor education. Counselor Education and Supervision, 40, 82-93.
9.
Hillerbrand, E. (1989). Cognitive difference between experts and novices: Implications for group supervision. Journal of Counseling and Development, 67, 293-296.
10.
Höger, C., Temme, M., Reiter, L., & Steiner, E. (1994). The reflecting team approach: Convergent results of two exploratory studies. Journal of Family Therapy, 22, 219-238.
11.
Kleist, D. M. (1999). Reflecting on the reflecting process: A research perspective. The Family Journal: Counseling and Therapy for Couples and Families, 7, 270-275.
12.
Landis, L. L., & Young, M. E. (1994). The reflecting team in counselor education. Counselor Education and Supervision, 33, 210-218.
13.
Larson, L. M., Clark, M. P., Wesely, L. H., Koraleski, S. F., Daniels, J. A., & Smith, P. L. (1999). Videos versus roleplays to increase counseling self-efficacy in prepractica trainees. Counselor Education and Supervision, 38, 237-248.
14.
Lax, W. D. (1995). Offering reflections: Some theoretical and practical considerations. In S. Friedman (Ed.), The reflecting team in action: Collaborative practice in family therapy (pp. 145-166). New York: Guilford.
15.
Long, L. L., & Burnett, J. A. (2005). Teaching couples counseling: An integrative model. The Family Journal: Counseling and Therapy for Couples and Families, 13, 321-327.
16.
Munson, W. W., Stadulis, R. E., & Munson, D. G. (1986). Enhancing competence and self-efficacy of potential therapeutic recreators in decision-making counseling. Therapeutic Recreation Journal, 20(4), 85-93.
17.
Munson, W. W., & Zoerink, D. A., & Stadulis, R. E. (1986). Training potential therapeutic recreators for self-efficacy and competence in interpersonal skills. Therapeutic Recreation Journal, 20(1), 53-62.
18.
Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart & Winston.
19.
Rabinowitz, F. E. (1997). Teaching counseling through a semester-long role play. Counselor Education and Supervision, 36, 216-223.
20.
Roberts, M., Caesar, L., Poerry-Clear, B., & Phillips, D. (1989). Reflecting team consultations. Journal of Strategic and Systemic Therapies, 8, 38-46.
21.
Roberts, T. W., Winek, J., & Mulgrew, J. (1999). A systems/dialectical model of supervision: A symbolic process. Contemporary Family Therapy, 21, 291-302.
22.
Sells, S. P., Smith, T. E., Coe, M. J., Yoshioka, M., & Robbins, J. (1994). An ethnography of couple and therapist experiences in reflecting team practice. Journal of Marital and Family Therapy, 20, 247-266.
23.
Simpson, D. E., Dalgaard, K. A., & O’Brien, D. K. (1986). Student and faculty assumptions about the nature of uncertainty in medicine and medical education. Journal of Family Practice, 23, 468-472.
24.
Smith, T. E., Sells, S. P., & Clevenger, T. (1994). Ethnographic content analysis of couple and therapist perceptions in a reflecting team setting. Journal of Marital and Family Therapy, 20, 267-286.
25.
Smith, T. E., Winton, M., & Yoshioka, M. (1992). A qualitative understanding of reflective-teams II: Therapists’ perspectives. Contemporary Family Therapy, 14, 419-432.
26.
Vaz, K. M. (2005). Reflecting team group therapy and its congruence with feminist principles: A focus on African American women. Women & Therapy, 28(2), 65-75
27.
Woodard, V. S., & Yii-Nii, L. (1999). Designing a prepracticum for counselor education programs. Counselor Education and Supervision, 39, 134-145.
