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Teaching symbolic-experiential family therapy: The personhood of the teacher

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This article explores issues in teaching symbolic-experiential family therapy to psychiatric residents. Six controversial contextual issues that arise in teaching any school of family therapy in this setting are presented. Then, the author distinguishes between content and process dimensions in teaching symbolic-experiential family therapy. This distinction helps to clarify the muddle often attendant to attempts to teach this particular area. A major point, to paraphrase Whitaker's famous dictum, is that “Teaching symbolic experiential family therapy resides in the personhood of the teacher.”

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Correspondence to Stuart Sugarman MD.

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Sugarman, S. Teaching symbolic-experiential family therapy: The personhood of the teacher. Contemp Fam Ther 9, 138–145 (1987). https://doi.org/10.1007/BF00890269

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  • Health Psychology
  • Social Issue
  • Family Therapy
  • Major Point
  • Process Dimension