Teaching an Intergrated Model of Family Therapy:

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Abstract
This paper describes the use of an apprenticeship model of supervision in the context of a feminist-informed, Integrated Model of Family Therapy. This therapeutic model proposes a continnum of emphasis upon gender issues, ranging from their explicit handling in cases where they are presented as problematic by the couple themselves to an implicit handling of gender issues through metaphor. Case examples are presented to illustrate this continuum as well as to illustrate typical scenarios for women as students and as supervisors. The former scenarios are discussed in terms of (1) knowledge base, (2) assertiveness, (3) fear of men's power, and (4) sex-role stereotypes. The latter scenarios are discussed in terms of (1) sexist biases, (2) women's role in the institution, (3) attitudes toward women in authority, and (4) sex-role expectations.

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