|Appears in Collections:||School of Health Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Introducing research methods and reflexivity into family therapy training|
|Authors:||Wrate, Robert M|
|Publisher:||Wiley-Blackwell / The Association for Family Therapy and Systematic Practice|
|Citation:||Wrate RM & Forbat L (2008) Introducing research methods and reflexivity into family therapy training, Journal of Family Therapy, 30 (4), pp. 517-528.|
|Abstract:||Research training does not always sit easily with family therapy trainees due to the perceived difficulty of the terrain and the mismatch between the primacy given to research and their developing expertise in the clinical work. Despite these tensions, research forms a core component to advanced training and is a requisite module for students completing an M.Sc. Following the provision of suboptimal teaching in research methods for M.Sc. candidates, a substantial redesign of the course was undertaken, taking into account the context of students’ learning. This paper reports on the contextual influences on this new approach, and outlines the key pedagogical strategies that support student learning within the formal teaching sessions and beyond. We present a summary of the outcomes so fa|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.|
|Affiliation:||University of Edinburgh|
Cancer Care Research Centre
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