This paper details the structure and content of an introductory family therapy course offered in an academic department. The parallel processes between teaching and therapy are used as a metaphor for the presentation of the course. Joining, restructuring, and consolidation are defined as the three stages of the course, each having distinct goals and methods. Finally, generic issues raised by the proposed teaching model are presented for trainers to consider.

Teaching family therapy at the introductory level: a conceptual model emphasizing a pattern which connects training and therapy*

The primary health center as a social system: PHC, social status, and the issue of team-work in South Asia.

This paper describes a program designed to train advanced family therapists in the conceptual and technical skills of family therapy supervision. It elaborates upon the relevant content, overall organization, and contextual influences in the complex enterprise of training family therapy supervisors in a program that emphasizes the live observation of the supervisor-trainee's work. Through the description of the interconnected elements of a particular program, the paper also identifies generic training issues for those interested in teaching the skills of family therapy supervision.

Training family therapy supervisors: issues of content, form and context*

Families’ experience during recovery or nonrecovery from psychosis

An introduction to cybernetics.

On training to “think interactionally”

Changements systémiques en thérapie familiale

Communication and neurosis: semantic components in neurotic verbal communications.

Cet article a pour objectif ambitieux de r&#233;sumer succinctement certaines croyances fondamentales qui guident les praticiens op&#233;rant &#224; partir d&#8217;hypoth&#232;ses syst&#233;miques/narratives. L&#8217;auteur y pr&#233;cise les composantes d&#8217;un syst&#232;me narratif, discute des pr&#233;suppos&#233;s fondamentaux qui soulignent les pratiques syst&#233;miques, d&#233;construit la s&#233;ance th&#233;rapeutique et tout le processus th&#233;rapeutique dans ses composantes ou niveaux d&#8217;action, et enfin, il &#233;num&#232;re les pratiques th&#233;rapeutiques les plus saillantes. Il conclut en proposant des crit&#232;res qui guident le changement du r&#233;cit dans les th&#233;rapies r&#233;ussies&#160;en permettant la cr&#233;ation d&#8217;&#171;&#160;histoires bien form&#233;es&#160;&#187;. 

Carlos E. Sluzki

Papers

On training to “think interactionally”

Changements systémiques en thérapie familiale

Communication and neurosis: semantic components in neurotic verbal communications.

Les histoires bien formées : vers l’orientation et l’évaluation des transformations narratives en thérapie