LEADER 03761oam 2200745I 450 001 9910969433303321 005 20251117070022.0 010 $a1-78049-933-7 010 $a0-429-91985-9 010 $a0-429-90562-9 010 $a0-429-48085-7 010 $a1-283-11826-2 010 $a9786613118264 010 $a1-84940-120-9 035 $a(CKB)2670000000092926 035 $a(EBL)709570 035 $a(OCoLC)727649359 035 $a(SSID)ssj0000526052 035 $a(PQKBManifestationID)12179259 035 $a(PQKBTitleCode)TC0000526052 035 $a(PQKBWorkID)10518930 035 $a(PQKB)10225428 035 $a(MiAaPQ)EBC709570 035 $a(Au-PeEL)EBL709570 035 $a(CaPaEBR)ebr10475834 035 $a(CaONFJC)MIL311826 035 $a(OCoLC)1029248507 035 $a(FlBoTFG)9780429480850 035 $a(OCoLC)26433604 035 $a(FINmELB)ELB147299 035 $a(EXLCZ)992670000000092926 100 $a20181122h20181992 uy 0 101 0 $aeng 135 $aur||| ||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching Family Therapy /$fby Ros Draper 205 $aFirst edition. 210 $aLondon $cKarnac Books ;$a[New York $cDistributed in the U.S.A. by Brunner/Mazel, Inc.]$d1991 210 1$aBoca Raton, FL :$cRoutledge,$d[2018]. 210 4$dİ1992. 215 $a1 online resource (266 p.) 225 1 $aSystemic thinking and practice series 300 $aFirst published in 1990 by DC Publishing. 311 08$a0-367-10461-X 311 08$a1-85575-021-X 320 $aIncludes bibliographical references and index. 327 $aCOVER; CONTENTS; FOREWORD; ACKNOWLEDGEMENTS; EDITORS' FOREWORD; INTRODUCTION; CHAPTER 1: Teaching systemic thinking; CHAPTER 2: Systematic teaching preparation; CHAPTER 3: Teaching theory and skills practice; CHAPTER 4: Structural family therapy teaching exercises; CHAPTER 5: Strategic family therapy teaching exercises; CHAPTER 6: Milan Systemic Family Therapy; CHAPTER 7: Contrasting the models; CHAPTER 8: Other useful exercises; CHAPTER 9: Homework and course projects; CHAPTER 10: ""What can you do when...?"" First aid for stuck teachers; Conclusion; REFERENCES; APPENDIX 1: Reading lists 327 $aAPPENDIX 2: Course outlinesIndex 330 3 $aThe teaching of family therapy has been the subject of serious scrutiny since the onset of training and accreditation many years ago, yet there are relatively few attempts to apply what we know about systems and the ways they change family therapy teaching as a two-way process. It is as though family therapy teachers were preoccupied with the content of what should be taught, and were not able to direct their attention to the process by which people learned. The authors began by describing the way they conceptualize the "learning context" which sets the frame for all the teaching they do. Then they discuss the process of setting up a family therapy course, e.g. "What is the best way to negotiate with a training officer to set up a course in a local area?". The book then moves to creating the course syllabus, and some of the practical problems-from lateness to mechanical failures-of getting the course off the ground. 410 0$aSystemic thinking and practice series. 606 $aFamily psychotherapy$xStudy and teaching 615 0$aFamily psychotherapy$xStudy and teaching. 676 $a616.89156 700 $aDraper$b Ros$01469715 701 $aGower$b Myrna$01875929 701 $aHuffington$b Clare$01874293 701 $aWhiffen$b Rosemary$01875930 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910969433303321 996 $aTeaching Family Therapy$94487253 997 $aUNINA