On the podcast today, I am honored to have Kristen Benson, Ph.D., LMFT. Dr Benson is an Associate Professor of human development and family science at Virginia Tech University. She is the Program Director of the Marriage and Family Therapy program and an AAMFT-approved supervisor.  Dr. Kristen Benson identifies as a scholar-practitioner, aiming to conduct research that informs inclusive clinical practice with LGBTQ+ individuals and relationships—a population that seeks therapy at higher rates, yet therapists often report minimal competency training. She is motivated to engage in timely research to change clinical practice and inform policies and legislation to better serve marginalized communities. Her teaching and clinical training philosophy is guided by collaborative practices focused on the liberation of historically underrepresented groups, informed by the works of Paulo Freire and bell hooks. She firmly believes that teaching and learning practices that critically address socially marginalized groups help therapists-in-training become competent in their work with all clients. I know so far in the podcast our discussion featured questions I sourced from a PhD in MFT student or recently graduated PhD. This time, I am the early-career MFT educator (with questions) and I am very excited to have Dr. Benson with us today to share her wisdom and lived experiences.  Questions we discussed today (developed by host Dr. Sofia Georgiadou) Can you share with us any particularly satisfying moments when specific initiatives or your academic work have influenced policy making and legislation? Where should MFT educators start as they leverage their research and scholarship to influence legislative advocacy effectively? How could MFT educators incorporate social justice principles into their teaching and supervision practices to enhance student learning and client outcomes? How can MFT educators better prepare students for working with transgender and non-binary clients and their families? Can you share your insights on how educators can prepare students to effectively support LGBTQIA clients, particularly in regions where such affirming practices might face resistance? What strategies do you recommend for MFT educators from equity-seeking communities as they navigate the academy? How did you find allies and accomplices within the academic spaces you occupied so far? Resources: McGeorge, C. R., Kellerman, J., & Carlson, T. S. (2018). Indicators of LGB Affirmative Training: An Exploratory Study of Family Therapy Faculty Members. Journal of Feminist Family Therapy, 30(1), 1–24. https://doi.org/10.1080/08952833.2017.1381825 Heiden-Rootes, K., Benson, K., Capshaw, E., & Carmichael, A. P. (2024). Understanding Transgender and Non-binary Youth Mental Health Through the Family Resilience Framework: A Literature Review. Contemporary Family Therapy, 46(3), 327–338. https://doi.org/10.1007/s10591-023-09688-3  Heiden‐Rootes, K., McGeorge, C. R., Salas, J., & Levine, S. (2022). The effects of gender identity change efforts on Black, Latinx, and White transgender and gender nonbinary adults: Implications for ethical clinical practice. Journal of Marital and Family Therapy, 48(3), 927–944. https://doi.org/10.1111/jmft.12575 McGeorge, C. R., Coburn, K. O., & Walsdorf, A. A. (2021). Deconstructing cissexism: The journey of becoming an affirmative family therapist for transgender and nonbinary clients. Journal of Marital and Family Therapy, 47(3), 785–802. https://doi.org/10.1111/jmft.12481  McGeorge, C. R., Kellerman, J., & Carlson, T. S. (2018). Indicators of LGB Affirmative Training: An Exploratory Study of Family Therapy Faculty Members. Journal of Feminist Family Therapy, 30(1), 1–24. https://doi.org/10.1080/08952833.2017.1381825  McGeorge, C. R., & Stone Carlson, T. (2016). The State of Lesbian, Gay, and Bisexual Affirmative Training: A Survey of Faculty from Accredited Couple and Family Therapy Programs. Journal of Marital & Family Therapy, 42(1), 153–167. https://doi-org.uhcl.idm.oclc.org/10.1111/jmft.12106 

This week's guest: Dr. Jackie Williams-Reade and PhD Student Rose Lange! Welcome to the Society for the Teaching of Marriage and Family Therapy (STMFT) podcast hosted by Dr. Sofia Georgiadou. Dr. Sofia facilitates dialogues between seasoned Marriage and Family Therapy educators and PhD students. The experienced MFT Educator(s) respond to questions PhD students in CFT/MFT have about becoming effective CFT/MFT educators. The podcast’s goal is to create mentorship opportunities and enhance PhD students’ knowledge of pedagogy, culturally responsive learning design, as well as effective teaching of CFT/MFT courses. The Society for the Teaching of Marriage and Family Therapy is the official MFT Educators’ Division of the Coalition of Associations for Systemic Therapy (https://coastmft.org). Join our FB group for the Society for the Teaching of Marriage and Family Therapy (STMFT): https://www.facebook.com/groups/stmft  Consider joining COAST to support our programming and upcoming initiatives: https://coastmft.org/membership/ Email me at [email protected] with your feedback, thoughts, comments about the podcast!  If you are interested in participating in the podcast, share your interest here: https://forms.gle/oJMAhCir7jZN5hUn7  If you are apprehensive about being on the podcast but have a question you would like to submit for an experienced MFT educator, submit it here: https://forms.gle/69xzKUAFZyHtManL8  Questions from PhD student guest, Rose Lange, that we discussed in this episode:  What was your process of conceptualizing your teacher identity?  In my experience, a common talking point is that online programs do not produce as rigorous training as in-person programs. What are your thoughts on that? What can we as educators do in our online classes to make sure our students are well-trained? What tips and resources do you have for finding online programs that are hiring, either for faculty positions or adjunct? How does gender play a role in your teaching identity and philosophy of teaching? (Rose identifies as a genderfluid woman (she/they pronouns) who is cisgender-passing. She has heard stories from female peers in professorial roles who have felt disrespected by male students.) Has this been your experience? How do you navigate this? On the podcast today we have Dr. Jackie Williams-Reade, LMFT. Dr. Williams-Reade is a Professor at Loma Linda University and has taught both Master’s and Doctoral level MFTs and Counseling students since 2012. Over her career she has taught in a variety of settings from undergraduate to PhD and in several formats including in-person, on-line (synchronous and asynchronous), and week-long intensives. Her specializations in teaching are medical family therapy, integrating spirituality into therapy, and qualitative research. She has numerous publications and presents regularly on a range of topics, including medical family therapy and clinical, supervisory, and teaching innovations.  She is co-author of the textbook: "Self-of-the-Therapist in Medical Settings: A Sociocultural and Systemic Perspective" (2019, Springer) and is the administrator of the Medical Family Therapy group on Facebook. Dr. Williams-Reade recently received her institution’s faculty award for Scholar-Researcher Excellence in 2024. She has been regularly involved in AAMFT leadership activities including a member of the Elections Council, Board Member on the California Division, founder of the Family Therapists in Healthcare Interest Network, and on the Board of Directors.   The PhD student we have with us today is Rose Lange (she/they). Rose is a Licensed Clinical Professional Counselor (LCPC) in the state of Illinois. She holds a Masters in marriage and family therapy from Fuller Seminary in California, and she is currently working on her Ph.D. in couple and family therapy at Adler University in Chicago as well as her certificate in sex therapy. In her clinical work, Rose primarily utilizes contextual therapy with collaborative and emotionally-focused interventions woven in. She is pursuing her Ph.D. to diversify her career with teaching, supervision, and publication opportunities. Rose is especially passionate about teaching and is currently a teaching intern at Adler University in the sex therapy and couple and family therapy programs. When she isn’t working, you can find her at home with her husband and three house-bunnies watching movies, reading books, and crocheting.

Questions we discussed with Dr. Salazar in this podcast: (Sourced from PhD in MFT Student at National University, Yvonne Judge) What qualifications did you need to have in order to teach in an MFT program? What is different about teaching MFTs online vs in-person? What are the pros and cons of teaching MFT online? What are the common challenges you see with students in your program? How much time does your teaching role take, both in class and outside of class? (Sourced from PhD in MFT Student at Adler University, Rose Lange) What is it like teaching for a fully online Master’s in Counseling Psychology program as a systemically trained therapist and educator?