CHERYL L. STORM, PhD
TERESA MCDOWELL, MA
Pacific Lutheran University, Tacoma
JANIE K. LONG, PhD
We suggest in this chapter that couple and family therapy (CFT) trainers and supervisors are at a key juncture in time, within a rapidly changing social context, to carefully review many of the core beliefs and practices that have been passed down from generation to generation. Our increasingly pluralistic society is stimulating an ongoing need to look seriously at training and supervision from the multiple perspectives of those previously marginalized due to social locations such as class, sexual orientation, gender, race, nationality, and abilities. There is a simultaneous feminization of CFT, as more women than men are entering the field as clinicians and becoming trainers and supervisors (Nichols, Nichols, & Hardy, 1990). There is an increase of couple and family therapists being trained in academic programs in marriage and family therapy (MFT), family counseling, and family psychology, rather than in institutes or postgraduate training (Touliatos, Lindholm, & Nichols, 1997). Likewise, the changing economy of mental health care and the ever-increasing global sharing of ideas have created new stakeholders and concerns for CFT training and supervision.
We believe there is a metamorphosis of CFT training and supervision occurring in this emerging context. We refer to training as the process of learning the basic competencies of a couple and family therapist that can occur in any context, including universities, institutes, and various community institutions such as churches, hospitals, and so on. We refer to supervision as the process of mentoring and advancing the clinical abilities of a