Relevance and utility of family therapy education. Recommendations for a large-scale survey based on a pilot study among students, therapists and employers.

This article presents a pilot study of family therapy education and practice in Norway, forming the basis for a planned large-scale survey. The pilot examined perceptions among students, practitioners, and employers regarding the relevance and utility of family therapy education. Theoretical perspectives, such as Donald Schön’s concept of «reflection-in-action», guide the survey questions, as do pressing issues in the welfare sector, including multiculturalism, violence, addiction, and sexual health. Key findings highlight diverse educational and professional backgrounds in the field and varying assessments of family therapy competencies across sectors. The pilot study identifies challenges, including low response rates in some target groups and discrepancies in the perceived value of family therapy education. Insights from the pilot will inform the design of a comprehensive survey to further explore family therapy education’s role in meeting evolving professional demands.IntroductionThis article reports on a cross-sectional pilot survey of the family therapy field in Norway and, based on the pilot, a planned large-scale Norwegian survey. The survey is carried out by a group of researchers representing leading educational programs in family therapy in Norway. The group’s primary motivation for the project is to gain insight into how the design of these programs resonates with the reality that characterises the everyday work of family therapists. In addition, we aim to explore whether stakeholders perceive family therapy education as providing the necessary competence to address specific problem areas emphasised by Norwegian health and welfare authorities.In the following sections, we first give an overview of the status of family therapy education in Norway. Then, we discuss international research on family therapy education and practice, illustrating how systemic principles are adapted to diverse sociocultural contexts. This underscores the importance of understanding how these challenges and advancements may influence family therapy education in Norway. The subsequent section introduces key theoretical perspectives on professionalism, emphasising Schön’s concept reflection-in-action . Schön’s theory provides a framework for exploring how family therapists navigate the intersection of theoretical knowledge and real-world challenges, and for understanding family therapy competencies. We then briefly discuss evolving trends in family therapy, providing a historical context for the development of family therapy. Here, we emphasise how theoretical and practical shifts have shaped the field. Understanding these trends is crucial for assessing whether family therapy education prepares practitioners to meet contemporary professional expectations. We then examine how family therapy competence is applied across diverse welfare services in Norway, highlighting its relevance in addressing emerging societal challenges. By connecting family therapy education to pressing issues such as multiculturalism, violence, addiction, and sexual health, we frame the context for exploring how family therapy education prepares students and practitioners to meet these complex demands.