Maria Campo
University of Zulia, Maracaibo, Venezuela




This report considers some of the pressing implications involved in teaching psychodynamically oriented family counseling. The paper describes an experience taken place with graduate students of a counseling program. A family counseling course was designed and carried out in which were included didactic (cognitive) and affective (experiential) dimensions. On the one hand, it was pursued that students had a vision of the main theoretical concepts of dynamic family counseling. On the other hand, affective-experiential strategies were worked through to help students recognize and use their emotional self-exploration and self-awareness when working with their family clients. The results of this experience show that students manifested an openness for taking into account their self-knowledge and self-consciousness when working with families. In addition, it was found that the participants reported an increase in using those feelings aroused in the session as an 'empathic thermometer' to closely monitor what happens emotionally in a given family case.