The Exploratory Study On The Process Of Consecutive Family Therapy Training Project

This study aimed to explore the training experiences and learning process of trainees that from three different training places of mainland China in the continuous family training program. We built a model of relations among trainees’training motive, training experiences and training effect, and finally summarized the systematic teaching model of the continuous family therapy training, and developed the theory of trainees’inner change process through adopting qualitative research, collecting qualitative data by focus group interview, analyzing data and developing categories by grounded theory.Study one the training experience of trainees in the continuous family therapy trainingObjective:This part of study aimed to explore the training motive of trainees and build relevant model through exploring the training experience of trainees, and to develop a functional teaching model of continuous family therapy training by continuous family training program examination and amendment. Methods:A total12non-participative observations and11focus group interviews were carried out in the three training points. The focus group interview focused training experience or multi-teachers collaboration. Data were analyzed by using the programmed edition of grounded theory and using the Maxqa software for auxiliary analysis. Results:1.This study extract that the main training motive of trainees in the continuous family therapy training is the explorative needs, including individual growth, professional development and study interest.2. The study builds a relational model of training motive-experience-effect.3. A systematic teaching model which was based on the Constructivism theory, and highly consistent in the training form and content was outlined. The teaching goal, theoretic base, teaching method and operation procedure of the systematic teaching model were elaborated. Conclusions:1.In the model of relations among trainees’training motive, training experiences and training effect in the continuous family therapy training in mainland China, the motive of trainees to attend to the training was mainly from the need of exploration; Moreover, it was influenced by the training experiences and effect of similar or the same trainings that were participated before.2. It was proved that teaching methods such as team teaching and feedback style teaching were effective in the systematic teaching model in the continuous family therapy training. In addition, the model helped trainees to understand and construct the theory and technique of family therapy, and promoted professional development and individual growth of trainees.Study two the process of how the continuous family therapy training influence the traineesObjective:This part of study aimed to explore how was trainees influenced by the training in order to develop a substance theory of trainees’change process in the continuous family therapy training in the present age of mainland China. Methods:by using non-participative observation was carried out during a total of12training and18focus group interviews was conducted based on the method of purposive sampling and theory sampling. The focus group interview focused training influence and training process. The grounded theory programmed edition and the Maxqa software were adopted to analyze the qualitative data. Results:1. Three categories of the influence of the continuous family therapy training towards trainees were excavated and developed:disturbance, identity and change.2. The stages and characteristics of the trainees’change in the continuous family therapy training were summarized.3. The theory framework of trainees’change process in the continuous family therapy training was a circle of "disturbance-identity-change." Conclusions:1. The changes that presented in the continuous family therapy training fell into two stages. The change of trainees was multipolar at the preliminary stage, but it tended to be consistent at the later stage--such as the change of perspective, the growth of self, the improvement of inter relationship, the application of techniques and the acceptance of one’s identity.2. The theory framework of the change process of trainees from the continuous family therapy training was a circle of "disturbance-identification -change". When facing the information difference in the continuous family therapy training, trainees felt being "disturbed", and then "identified" with the information gap after a series of mind process; this identification caused "changes" in psychology, behaviors and inter relationship of trainees;"changes" may promote trainees to sense new "disturbances".3. For trainees who have already indentified with the theory and technique of family therapy in the training, their process of information management began to change due to the identification, even without the sensation of information difference and the following inner disturbance. This mechanism enabled a long lasting and stable influence of training on trainees.