Integrating Gender into the Family Therapy Curriculum

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Abstract
This article starts from the assumption that an awareness of gender biases and issues is critical to competent, responsible, and ethical professional practice. Although recent literature has commented extensively on the need to integrate gender consciousness into family therapy practice, there have been few guidelines on how to integrate it into family therapy training. The author draws on her research and teaching experience in this area to examine key training issues including: (1) methods for integrating gender; (2) varying course formats; (3) the politics of developing a course; (4) the organization and process of training; (5) the impact of gender training on students and the differing processes experienced by men and women. A variety of teaching and supervisory methods for helping trainees to develop gender consciousness are discussed.

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