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Abstract
This paper describes a format and learning process for experientially teaching and training graduate students to do family therapy. Its approach parallels and is continuous with the existing communication skills laboratories, yet also includes a method of confronting the discontinuity inherent in the circular/relational dimension of family therapy. The format consists of (1) student logs, (2) relaxation training, (3) modeling/demonstration, (4) family interview practice, and (5) videotape feedback. The learning process activities are designed to increase the students' ability to stay in tune with their own and the family's sensory experience and to increase students' ability to think and perceive holistically. The main activity of the three-hour course consists of role-playing family therapy sessions. The four skill clusters or levels of interview development described are: (1) responsiveness, (2) systems orientation, (3) confronting family structure, and (4) strategic orientation.