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Using relational reflexivity as a resource in teaching family therapy
Author(s) -
Neden Jeanette,
Burnham John
Publication year - 2007
Publication title -
journal of family therapy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 45
eISSN - 1467-6427
pISSN - 0163-4445
DOI - 10.1111/j.1467-6427.2007.00402.x
Subject(s) - reflexivity , context (archaeology) , transparency (behavior) , experiential learning , coherence (philosophical gambling strategy) , session (web analytics) , resource (disambiguation) , psychology , action (physics) , action research , pedagogy , mathematics education , computer science , sociology , world wide web , social science , computer network , paleontology , physics , computer security , quantum mechanics , biology
In this paper we talk about creating coherence and transparency in the relationships between teacher, model of adult learning and subject taught. We describe how we have made connections between adult learning theory and family therapy to generate resources for action in teaching on the qualifying level course at Northumbria University. Using a recent teaching session and the voices of trainees, we illustrate these connections with an example of teaching about relational reflexivity, using methods which enabled us to generate reflexive ‘flow’ in the learning context.