Divided we fall: Constructive dialoguing about our political differences within family therapy training.

Widespread political polarization throughout the United States is a threat to the time-honored democratic tradition of utilizing civil discussion and respectful debate to express divergent views and strive for common ground. The political differences that divide us now are so deep and rife with toxic emotion that they threaten to undermine our social well-being at both the micro and macro levels. While family therapists are trained to work with relational tensions and to help family members to constructively negotiate their differences, the severity of the hostility and resentment tied to divergent political orientations has made this work increasingly difficult to achieve. This article explores how family therapy training programs can help trainees deepen their capacity for constructive political dialoguing that includes learning how to effectively manage their reactivity to those whose values and views may be dramatically different from their own so that they can support clients in doing the same.

Critical patriotism: incorporating nationality into MFT education and training.

Topics such as national identity, patriotism, nationalism, and international issues often lead to polarization within the United States and as a result, critical dialogue about these complex topics often does not occur in a meaningful way. The lack of critical inquiry and interaction about these topics is manifest at the macro and the micro level, including within the context of marriage and family therapy training and practice. While the field of MFT has devoted greater attention to addressing issues of diversity in recent years, limited attention has been focused on examining nationality and nationalism. This article presents a critical patriotism framework that training programs can use to examine nationality and expand awareness of international issues and perspectives. Special attention is focused on examining how nationalism, a problematic extreme version of patriotism, infiltrates MFT training and practice. Recommendations are provided for how training programs can focus on nationality, expand awareness of international issues and perspectives, and guide trainees in exploring how their national identity, beliefs about patriotism, and nationalistic attitudes may influence their clinical work.

The core competency movement in marriage and family therapy: key considerations from other disciplines.

There is a growing movement to define competency within the field of marriage and family therapy (MFT), particularly with respect to the training of practitioners and the evaluation of clinical practice. Efforts to define competency, however, transcend the practice of MFT and much can be learned from the experiences of other disciplines. Professions such as education, law, and medicine have made strides toward addressing the complex issue of competency standards in their respective fields. This article describes some ways in which the issue of competency has been approached in other professions, as well as some common dilemmas posed by adopting a competency-based orientation, to shed light on the process of defining competency in MFT. Moreover, this article identifies some of the more useful conceptualizations, modes of pedagogy, and evaluative practices found in other professions.

Internships for future faculty: meeting the career goals of the next generation of educators in marriage and family therapy.

A key component of a doctoral education in marriage and family therapy (MFT) is the completion of an internship. Virtually all MFT doctoral internships are focused on advanced clinical practice and often are located in agencies unconnected with an academic setting. This article describes an MFT doctoral internship specifically designed to foster the skills needed as a faculty member. The primary purpose of this "future faculty" internship is to expose doctoral interns to faculty life, including participation in graduate teaching, clinical supervision, research, and faculty service-while still meeting typical clinical requirements. Results of semistructured qualitative interviews with five doctoral interns associated with the site are reported. Guidelines for the development of other doctoral internships designed for future MFT faculty members are discussed.