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Research

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Gehart, D. R., Stone, D. J., & Jones, Q. (2013, October). The competent MFT: Journey from Student to the Professional, Special Interest Session at the American Association for Marriage and Family Therapy National Conference, Portland, OR.
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McCollum, E., & Gehart, D. (2010). Using mindfulness to teach therapeutic presence: A qualitative outcome study of a mindfulness-based curriculum for teaching therapeutic presence to master’s level marriage and family therapy trainees. Journal of Marital and Family Therapy, 36, 347-360. doi: 10.1111/j.1752-0606.2010.00214.x

Abstract

This article describe the findings of a qualitative study on the effects of using mindfulness during the practicum experience in master's level marriage and family therapy program.

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Gehart, D. (2011). The core competencies in marriage and family therapy education: Practical aspects of transitioning to a learning-centered, outcome-based pedagogy. Journal of Marital and Family Therapy, 37, 344-354. doi: 0.1111/j.1752-0606.2010.00205.x

Abstract

This article describes a seven-step process for helping marriage and family therapy educators develop learning assessment systems in their programs to measure student mastery of the family therapy core competencies.

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Miller, J. K., & Stone, D. J. (2011). The Voices of Family Therapy Doctoral Students of Color: Aspirations and Factors Influencing Careers in Academia, Journal of Multicultural Counseling and Development, 39(2), 101-113.

Abstract

"This study examines key factors influencing career aspirations of doctoral students of color from family therapy doctoral programs across the country, with a special focus on factors influencing the choice to pursue an academic career. Qualitative interviews with students at varying levels of degree completion revealed factors influencing career aspiration. Respondents discussed their views regarding the barriers to careers in academia as well as suggestions for overcoming those barriers."

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Caldwell, B. E., & Stone, D. J. (2016). Using scaling to facilitate ethical decision-making in family therapy. The American Journal of Family Therapy, 44(4), 198-210. doi:10.1080/01926187.2016.1150797 

Abstract

Ethical decision-making in family therapy is inherently complex, as it requires therapists to balance competing needs of multiple individuals and subsystems. Game theory offers a potential means of helping facilitate such decision-making, by encouraging attendance to the likely impact of various courses of action on individuals and subsystems as related to each of the core ethical principles underlying psychotherapeutic practice. This manuscript explores the potential use of game theory in family therapists’ ethical decision making through case examples. Benefits and risks of such an approach are reviewed.

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Chen, D. (2009). Guiding principles in early intervention: Implications for practice. In E. Trief & R. Shaw (Eds.). Everyday activities to promote visual efficiency. A handbook for working with young children with visual impairments. New York: AFB Press.

Abstract

This chapter discusses evidence-based practices in providing early interention services and considerations for practitioners providing family-centered services to families and their infants and toddlers who have visual impairments.

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Chan, S., & Chen, D. (2011). Families with Asian roots. In E.W. Lynch & M.J. Hanson (Eds.). Developing cross-cultural competence: A guide for working with children and families (4th ed., pp. 234-318). Baltimore: Paul H. Brookes.

Abstract

This chapter presents an historical and current overview of Asians immigrating to the United States, a summary of cultural beliefs and values based on religious and philosophical backgrounds, and a discussion of how diverse family perspectives may influence their interactions with professionals and expectations for their children's educational experiences, and considerations to guide the practices of teachers and other service providers.

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Gehart, D. (2010). Mastering competencies in family therapy: A practical approach to theory and clinical case documentation. Pacific Grove, CA: Brooks/Cole.

Abstract

The first outcome-based textbook in the field, Mastering Competencies in Family Therapy introduces graduate students to theories of family therapy using clinical documentation forms to enable students to learn practical, real-world skills to develop and demonstrate their knowledge. The book teaches students how to write case conceptualizations, clinical assessments, treatment plans, and progress notes and integrates evidence-based practices and diversity issues. Scoring rubrics for each of the learning assignments are provided to facilitate learning.

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Auerbach, S. (Ed.) (2012). School leadership for authentic family and community partnerships: Research perspectives for transforming practice. New York: Routledge.

Abstract

School leaders are increasingly called upon to pursue meaningful partnerships with families and community groups, yet many leaders are unprepared to meet the challenges of partnerships, to cross cultural boundaries, or to be accountable to the community. Alliances are needed among educators, families, and community organizations that value relationship building, dialog, and power-sharing as part of socially just schools. This book brings together research perspectives that intersect the fields of school leadership and parent/community involvement to examine the role of educational leaders in promoting partnerships and to both inform and inspire more authentic collaboration. Its 13 chapters cover recent studies on urban principals, community organizing, bicultural families, special education, charter schools, parent education/advocacy, and other topics in the U.S. and Canada.

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Gehart, D. (2012). Mindfulness and acceptance in couple and family therapy. New York: Springer.