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Marriage and Family Therapy, Department of Applied and Professional Studies, Texas Tech University, Lubbock, Texas, USA Every Marriage and Family Therapist (MFT) must carefully plan how to initiate, convene, and terminate therapy. Determining how to ethically terminate therapy in a variety of therapeutic contexts can be challenging. Though termination is a common aspect of all therapeutic relationships, a lack of empirically based information on how to terminate therapy leaves practitioners alone in determining how best to end the treatment relationship. Furthermore, the subject of termination is discussed so scarcely in MFT literature that few authors have attempted to establish a standard for ethical termination. In the current climate of evidence-based services, predetermined session limits, and increased litigation for malpractice, MFTs must examine their termination procedures. This paper identifies the current available literature on termination and discusses the ethical and legal considerations for practicing MFTs as outlined by the AAMFT Code of Ethics (2004). Directions and suggested methods for future research are set forth.

The purpose of this study was to modify a study by Hansen, Harway, and Cervantes (1991) that investigated whether clinicians recognized and responded to indicators of intimate partner violence. In the current study participants included 112 mental health clinicians who read a clinical vignette, then responded to several open-ended questions, while still blind to the purpose of the study. Participants then answered several objective questions about how they respond when treating cases of intimate partner violence. Logistic regressions were conducted for recognition of and response to partner violence to determine significant predictors. While the overall models were significant, few significant individual predictors emerged. The significant predictors included: education, mental health discipline, and theoretical orientation.

Emerging research has highlighted a link between adverse childhood experiences (ACEs) and various health concerns experienced by NCAA student-athletes. Building on prior work (Kaier, Cromer, Davis, & Strunk, 2015), we hypothesized that ACEs would significantly predict studentathletes' biopsychosocial (BPS) health and that spirituality would serve as a protective factor against the effect of ACEs on BPS health outcomes. Division I, II, and III NCAA student-athletes (N = 477) representing 20 sports across 53 universities completed an online quantitative survey (k = 133) that assessed for ACEs, injury/physical health concerns, anxiety, depression, stress, social support, substance use, and spirituality. Nearly two-thirds (64.5%) of student-athletes endorsed at least one ACE. Structural Equation Models (SEMs) yielded significant positive relationships between ACEs and anxiety, depression, perceived stress, injury/health problems, and substance use, and a negative relationship with social support while controlling for sex, race, school, and division. Additionally, spirituality had a significant negative effect on anxiety, depression, perceived stress, injury/health problems, and substance use, and a positive effect on social support. SEM moderation analyses indicated that spirituality only moderated the relationship between ACEs and substance use. Specifically, at average and high levels of spirituality, the relationship between ACEs and substance use was stronger. Clinical implications, study limitations, and future research directions are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this article is to increase therapeutic discussion surrounding intimate partner sexual violence (IPSV) by increasing understanding in how victims of IPSV perceive and respond to the assault. Although IPSV has received little research attention, sexual violence within relationships occurs at an alarmingly high rate. Theories of sexual assault, such as sex-role socialization, are discussed to aid clinicians in better identifying assaultive behaviors and common physical and emotional responses of victims. Additionally, the authors provide a framework for the assessment of IPSV and suggestions on "best practices" for creating conversations that promote hope and healing. [ABSTRACT FROM AUTHOR]

Current literature yields mixed results about the effectiveness of relationship education ( RE) with low-income participants and those who experience a high level of individual or relational distress. Scholars have called for research that examines whether initial levels of distress act as a moderator of RE outcomes. To test whether initial levels of relationship and/or individual distress moderate the effectiveness of RE, this study used two samples, one of couples who received couple-oriented relationship education with their partner ( n = 192 couples) and one of individuals in a relationship who received individual-oriented RE by themselves ( n = 60 individuals). We delivered RE in a community-based setting serving primarily low-income participants. For those attending with a partner, there was a significant interaction between gender, initial distress, and time. Findings indicate that women who were relationally distressed before RE reported the largest pre-postgains. Those who attended an individual-oriented RE program reported significant decreases in individual distress from pre to post, but no significant relationship gains. Findings also suggest that initial levels of distress did not moderate the effectiveness of individual-oriented RE. [ABSTRACT FROM AUTHOR]

Background: Migrant and seasonal farmworking (MSFW) women patients experience substantially more intimate partner violence (IPV) than the general population, but few health‐care providers screen patients for IPV. While researchers have examined screening practices in health‐care settings, none have exclusively focused on MSFW women. Objective: The aim of this phenomenological study was to explore the experiences of health‐care providers who have screened for and/or addressed IPV with MSFW women patients. Design: Researchers utilized descriptive phenomenology to capture the lived experiences of these health‐care providers. Data were analysed using Colaizzi's seven‐stage framework. Setting and participants: Interviews were conducted with nine female participants – all of whom: (i) were clinically active health‐care providers within the MSFW community, (ii) were bilingual in English and Spanish or had access to a translator, (iii) had treated MSFW patients who had experienced IPV and (iv) were at least 18 years of age. Results: Participants' experiences were reflected in four emergent themes: (i) provider‐centered factors, (ii) patient‐centered factors, (iii) clinic‐centered factors and (iv) community‐centered factors. Participants described barriers to establish routine IPV assessment, decrease patient ambivalence and increase on‐site support and community resources. Discussion and conclusions: This study aimed to generate a greater understanding of the experiences of health‐care providers with screening for and addressing IPV with MSFW patients. Implications and recommendations for research, clinical practice and policy are provided. [ABSTRACT FROM AUTHOR]

The federal government has fiscally supported relationship education (RE) for lower-income citizens. However, concerns exist that this particular population may be at increased risk for intimate partner violence (IPV), and some are concerned that government endorsement of RE could encourage women to stay in unsafe and violent relationships. Research examining the relationship between RE and IPV is limited. Using grounded theory, the researchers sought to answer the question: How does participation in RE impact participants’ perceptions of safety in their intimate relationships? Researchers developed a theoretical model suggesting that through the course of RE, participants are exposed to both curriculum and group processes that help increase their awareness of themselves, their partner, and their relational processes, which contributes to increased feelings of connection and general safety within the relationship. [ABSTRACT FROM PUBLISHER]

A key developmental task of adolescence is to learn to manage emotions in socially appropriate ways. Some traumatized youth have great difficulty responding to complex, confusing emotions and get bogged down in self-defeating cycles. This article describes an approach grounded in narrative therapy to help youth examine their problematic reactions in difficult situations and explore more adaptive solutions. [ABSTRACT FROM AUTHOR]