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This study investigated the stressors and enhancers for students reported by students and faculty who are enrolled or teach in accredited marriage and family therapy programs. Results indicated that students (n = 112) and faculty members (n = 43) differ in their perceptions of six out of thirteen different program characteristics: information to prospective students, professional development, career guidance and placement services, mentoring, program climate, and feedback provided to students. Faculty perceived these program characteristics more enhancing than students. However, students’ and faculty means were ranked similarly in prioritization.

Many children are brought into therapy because parents view them as having a “problem.” Children will often internalize these negative perspectives from others and create an identity based upon these notions. This paper presents a novel way for marriage and family therapists to integrate narrative and play therapy techniques for children and their families. It provides a model that is organized according to Erik Erikson’s psychosocial stage theory to ensure that developmentally appropriate techniques are being utilized. During each stage, an example is provided for further clarification.