Using relational reflexivity as a resource in teaching family therapy.

Jeanette Neden, John Burnham

Research output: Contribution to journalArticlepeer-review

15 Citations (Scopus)


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.
Original languageEnglish
Pages (from-to)359-363
JournalJournal of Family Therapy
Issue number4
Publication statusPublished - 2007


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