ABSTRACT
This chapter recounts the learning process of five family therapists from the Trondheim Family Counselling Agency in Norway. The group of therapists worked with action research from a social constructionist stance to engage in a collaborative learning process with an augmented focus on making sense of the learning process itself. Specifically, the group was learning to use the New Zealand therapist Johnella Bird’s relational language-making approach, and the therapists shared all facets of their learning, such as instruction and reading, self-monitored practice (including videotapes of practice), group feedback and client feedback. These learning experiences yielded insights into how therapists can enrich their competence together. By using action research, such collaborative learning projects may be implemented as a low-cost, bootstrapping means for collaborative enhancement of practice.
