Teaching Family Systems Theory: A Developmental-Constructivist Perspective

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Karen Caldwell Ph.D., Professor (Creator)
Charles "Chuck" Claxton Ph.D., Professor (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/

Abstract: Kegan’s (1994) “In Over Our Heads” phenomenon has much to offer those who engage in teaching family systems theory and therapy, particularly in relationship to the tensions involved in the potential mismatch between the developmental demands of the curriculum and orders of consciousness which characterize students’ responses to the material. One useful way to think about teaching in ways that address the phenomenon that Kegan has named is David Kolb’s (1984) theory of experiential learning. Specific applications of this theory to teaching family systems theory are presented, as well issues involved in professional development based on the challenge this Kegan and Kolb developmental-constructivist perspective brings to department or program culture in which a family systems theory curriculum operates.

Additional Information

Caldwell, K., & Claxton, C. (2009). Teaching family systems theory: A developmental-constructivist perspective. Contemporary Family Therapy, 32, 3-21. Published by Springer Verlag The original publication is available at www.springerlink.com (ISSN: 0892-2764) March 2010 DOI: 10.1007/s10591-009-9106-6
Language: English
Date: 2010
teaching family systems theory, family therapy training, developmental constructivism, systemic change

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