ABSTRACT
Trainees are first required to review the relevant theoretical and clinical literature, spending an extended period of time reading about first- and second-order cybernetics, systemic therapies, narrative approaches, and so forth. The training strategy comes from a belief that being an effective therapist requires a basic literacy in the existing knowledge of cybernetic theory and clinical practice. Isomorphic to the practice of therapy, training can begin with asking students about their ideas about clients. A successful training group ordinarily starts out with the trainer taking more of a traditional student-teacher role, being more directive about which aspects of the emerging story will prevail. Training is a very good context for supervisors and students alike to become aware of and question their own prejudices. The chapter looks at a training situation in which the intern's prejudices were utilized by the team to create a therapeutic intervention.
