Family and Systems Theory in Counselor Education: A PRISMA Systematic Review

Abstract

An exploration of peer-reviewed articles published in the last decade in 11 journals from the American Counseling Association (ACA) was conducted to identify the state of research on teaching family and systems theory in the field of counselor education. This study presents a review of the relevant literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. While much has been published over the past decade specific to family and systems theory, few recommendations exist for counselor educators attempting to select the most recent and relevant publications to include in their counselor education curricula. A summary of the review and recommendations for counselor educators who are designing and teaching counselor education curricula on family and systems theory are provided.

Keywords

PRISMA family systems family life cycle cybernetics family therapy models

Family and systems theory is mentioned throughout the Council for Accreditation of Counseling and Related Educational Program's (CACREP, 2015) 2016 Standards as central to professional counseling identity and curriculum design (Section 2.F.3); essential to the conceptualization of addiction counseling (Section 5.A.2.e), career counseling (Section 5.B.2.f), and clinical rehabilitation counseling (Section 5.D.2.j.o); and foundational to the entry-level specialty in marriage, couple, and family counseling (Section 5.F). Instructors of master's-level classes devoted to the core curricular areas of human growth and development and counseling and helping relationships are explicitly directed to include research and theory on family and systems dynamics (Section 2. F.3 & 5).

While family and systems theory are not explicitly referenced in the doctoral section of CACREP's 2016 Standards, counselor educators are expected to present current and relevant literature specific to the standardized core curricular areas when educating future counselors. Although family and systems theories are central to curricular design in counselor education, few empirical recommendations exist to inform counselor educators in selecting resources in this area to include in their curriculum. Additionally, there are no current recommendations or guidelines to support counselor educators in their curriculum design and pedagogy when teaching family and systems theory to their counseling students. Any inquiry into the existing literature yields numerous loosely related publications, some of which appear simply because they mention “family” or “systems” and not because they are about those concepts or because they offer relevant implications for counselor education purposes. This results in a research inquiry that is overcrowded with irrelevant publications that counselor educators must sift through when preparing a relevant bibliography for their curriculum design.

To aid counselor educators in their curriculum design, this study offers a systematic review of the relevant literature on family and systems theory published in the journals of the American Counseling Association (ACA). The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was used to complete this review. This study is guided by the following question: What has been published specific to family and systems theory in counselor education? Because this research question yielded an imprecise and skewed result, six keyword combinations were deduced by the research team to ground the inquiry in the central aspects of family and systems theory in counselor education. Based on this systematic review, the research team compiled recommendations for curricula specific to these topic areas that can be used to inform counselor educators of the literature available to them when teaching classes within this core curricular area.

Method

In October 2021 the research team used the PRISMA framework to search the ACA journals for publications that met the following inclusion criteria: (1) Peer-reviewed; (2) presenting original or conceptual research; (3) written in English; (4) containing the following keywords or related phrases: “family theory” or related term[s], “family systems” or related term[s], “family change issues” or related term[s], “family assessment” or related term[s], “family life cycle” or related term[s], “family pathology” or related term[s], and “cybernetics” or related term[s]; and (5) published in the last 10 years. Exclusion criteria included the following: (1) op-ed publications, (2) international publications, (3) publications in a foreign language, (4) non-peer-reviewed publications, and (5) journal editorials. A preliminary inquiry of the ACA journals was made for each keyword combination using ACA's partnership with Wiley-Blackwell's Online Library database. This allowed the research team to determine the number of publications that met the initial inclusion criteria before screening for duplicates and postidentification-phase exclusion and inclusion criteria.

Search Strategy and Selection Process

The ACA partners with Wiley-Blackwell to publish, maintain, and grant access to a majority of its journals. Utilizing Wiley-Blackwell's Online Library database, the following journals were identified: (1) Journal of Counseling & Development (JCD), (2) Adultspan Journal (ASJ), (3) Career Development Quarterly (CDQ), (4) Counseling and Values (CV), (5) Counselor Education and Supervision (CES), (6) Journal of Addictions & Offender Counseling (JAOC), (7) Journal of College Counseling (JCC), (8) Journal of Employment Counseling (JEC), (9) Journal of Humanistic Counseling (JHC), and (10) Journal of Multicultural Counseling and Development (JMCD). Filters were applied to the database's search engine to specify publication year, journal title, and keywords. After applying the filters, the research team used Zotero, an open-source reference management software, to manage bibliographic data and related research materials and to organize and screen each phase of the PRISMA diagram. Each of the included articles was downloaded directly from the Wiley-Blackwell database during the organization phase.

After completing the initial review of the journals discovered using ACA's partnership with Wiley-Blackwell's Online Library database, the principal research team was made aware of an unintentional bias resulting from this sampling method. Namely, while the ACA's website promotes their partnership with Wiley-Blackwell's Online Library database, not all of the ACA Divisions and their respective journals are included in this partnership. As a poignant and topically devastating example, The Family Journal (TFJ) is published, maintained, and granted access through SAGE Publications and is thus not discoverable through ACA's partnership with Wiley-Blackwell's Online Library database.

Aside from TFJ, eight other publications of official ACA Divisions are published outside of Wiley-Blackwell making them undiscoverable through ACA's partnership with Wiley-Blackwell's Online Library database and comparatively difficult to find and include in a systematic review of ACA publications. Since this review is specific to family systems, the SAGE database was accessed to include TFJ to better interpret the available literature from the ACA relevant to the topic of family and systems theory in counselor education.

Based on the aforementioned inclusion and exclusion criteria, the two principal researchers, [First Author] and [Second Author], initially organized the articles discovered through Wiley-Blackwell's Online Library database based on a thematic analysis in which they screened the abstracts of all the included articles. Once the articles had been assessed for their primary themes and relevance to the present inquiry, the principal researchers synthesized the content and findings of the full-length articles into thematic groups based on the relevant details of each article. The principal researchers both come from a constructionist perspective, which informed the study's methodology. This shared theoretical foundation informs the overall analysis and findings in this study.

Results

Completing the screening process outlined in the PRISMA diagram for publications discovered through the Wiley-Blackwell Online Library's database yielded 47 articles that qualified for inclusion in the present study; using the same screening process, publications discovered in TFJ yielded 72 articles fit for inclusion (Figure 1). Each of the articles included is identified in the bibliography of this paper by an asterisk. Eleven of the included articles were from JCD, seven were from CDQ, another seven were from CV, six were from JMCD, four were from CES, four were from JHC, three were from ASJ, another three were from JAOC, one was from JEC, one was from JCC, and 72 were from TFJ. A thematic analysis (Charmaz, 2014) of the articles discovered using the Wiley-Blackwell Online Library database yielded three primary themes: Multicultural (n = 20), Cybernetics (n = 16), Implementation (n = 11). Within these primary themes, seven secondary themes emerged: research (n = 12), assessment (n = 4), gender (n = 6), LGBTQ + (n = 2), age (n = 1), disorders (n = 2), and development (n = 10).

Figure 1.

Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram.

A post hoc thematic analysis of the 72 articles discovered in TFJ validated the four primary themes identified in the first analysis and added 15 articles to the Multicultural theme (n = 35), 22 articles to the Implementation theme (n = 32), and 35 articles to the Cybernetics theme (n = 51). Additionally, the secondary themes of the first analysis were also validated by the post hoc analysis of the articles identified in TFJ, adding two articles to the research secondary theme of Implementation (n = 13), two articles to the gender (n = 8) secondary theme of Multicultural, two articles to the LGBTQ + (n = 4) secondary category of Multicultural, two articles to the age (n = 3) secondary theme of Multicultural, 10 articles to the disorders (n = 12) secondary theme of Cybernetics, and 13 articles to the development (n = 23) secondary theme of Cybernetics. Finally, analysis of articles included from TFJ added three secondary themes that further nuanced the Multicultural and Cybernetics primary themes: socioeconomics (n = 2) was added to the Multicultural theme, and attachment (n = 7) and career impact (n = 5) were added to the Cybernetics theme.

The largest theme identified in the first analysis was labeled Multicultural (n = 20; 43%); the articles in this theme were further organized by secondary themes including gender (six articles, or 30%), LGBTQ + (two articles, or 10%), and age (one article, or 5%). While Multicultural was the primary theme of these articles, several of the publications touched on the other primary themes as well. For example, nine of the 20 articles (45%) were closely related to Cybernetics. If those articles had been recategorized, Cybernetics would have been the largest theme identified in the 47 articles included in the first analysis. As it stood, Cybernetics (n = 16; 34%) was the second-largest theme identified. The articles in the Cybernetics theme were further organized by secondary themes including development (10 articles, or 67%) and disorders (two articles, or 13%). As with the articles that fell into the Multicultural theme, articles within the Cybernetics theme reflected some of the other primary themes. For example, four of the 15 articles (27%) were largely concerned with Implementation. The third-largest theme identified was labeled Implementation (n = 11; 23%); the articles in this theme were further organized by secondary themes, with some articles (five, or 45%) largely devoted to implications for research, and assessment (four, or 36%).

Across the articles identified in the post hoc analysis of TFJ, Cybernetics was the largest primary theme (n = 35; 49%); the articles in this theme were further organized by secondary themes including diagnosis (10 articles, or 29%), attachment (seven articles, or 20%), career impact (five articles, or 14%), and development (13 articles, or 37%). After including the post hoc analysis of articles discovered in TFJ, Cybernetics was the largest primary theme in this systematic review.

Cybernetics

Family and systems theory has long been described through the lens of cybernetics (Keeney & Ross, 1983). Articulating the perspective of the therapist, counselor, the family, and the identified client, contemporary cybernetics can be thought of as simple (first order) or meta-cybernetic (second order; Becvar & Becvar, 2019). First-order cybernetics is considered a single-point phenomenological perspective that sees the family as a social organism consisting of the cumulative interactions of its component parts. In first-order cybernetics, the therapist seeks to balance the behavior change, and the reality that systemic change only happens if the entire system can reorganize to this change. Second-order cybernetics embodies a social-constructionist perspective on the realities that affect the cybernetic system (e.g., the individual, couple, family, neighborhood) as well as the role of the counselor within the system who intends to bring about change (Becvar & Becvar, 2019). Second-order cybernetics is what is meant by this review's primary theme of Cybernetics.

Some articles identified by the primary theme of Cybernetics directly reference the intersection of various forces as creating the interaction effect, such as with family of origin and career impact (Barclay et al., 2011; Dipeolu et al., 2020; Fider et al., 2014; Johnson et al., 2014; Lustig & Xu, 2018; Maddy et al., 2015; Makhija et al., 2019; McAdams et al., 2018; Porter & Henriksen, 2016; Waliski et al., 2012; Wright et al., 2020), family of origin and symptom development and treatment (Buser et al., 2014; Haiyasoso & Trepal, 2019; Lampis et al., 2020; Noble & Bradley, 2019; Noble et al., 2017; Wang et al., 2016; Watts et al., 2020; Williams et al., 2016), familial dynamics and spiritual development (Hooper & Newman, 2011; Jankowski & Hooper, 2014; Muselman & Wiggins, 2012), familial dynamics and developmental outcomes (Fish & Priest, 2011; Gold, 2013; He, 2017; Hoekstra & Katz, 2021; Kataoka & Tsuchiya, 2020; Lenz & Oliver, 2018; Li et al., 2018; Messina et al., 2018; Wilkinson & Dewell, 2019), and attachment development and impact (Bernardon & Pernice-Duca, 2012; Coffman & Swank, 2021; Myrick et al., 2014; Toof et al., 2020; Willcox et al., 2019). Others allude to cybernetics indirectly such as with physical disability and substance abuse (Feather et al., 2018), as well as other contextual factors like incarceration (Tadros, 2021; Tadros & Finney, 2018). The articles with this designation heuristic were further identified by two secondary themes: disorders and development.

Disorders

Cybernetics considers the systemic interplay between the client and their surrounding systems to understand symptom etymology and disorder development and maintenance. Articles included in the disorders secondary theme recommend that our conceptualization of a disorder in the identified client or family recognize and incorporate a cybernetic etymology, development and maintenance of the identified disorder. Articles consistent with this secondary theme applied this cybernetic awareness to issues in couples and family systems work (Asfaw et al., 2020), addiction related disorders (Barringer & Papp, 2020; Belmontes, 2018; Day, 2017; Jankowski & Hooper, 2014), trauma and grief related disorders (Dickens, 2014; Katafiasz, 2020; Muselman & Wiggins, 2012; Overton & Cottone, 2016; Southern & Sullivan, 2021), self-harm and suicidality (Buser et al., 2014), physical disabilities, somatoform disorders, and illness (Feather et al., 2018; Sperry, 2012; Taylor & Lewis, 2018), and nonspecific pathology (Hooper & Newman, 2011; Zagefka et al., 2021).

Development

Development across the lifespan involves increasingly complex interactions between the individual and their ever-expanding sense of potential in interpersonal and larger societal interactions. Cybernetics provides a useful approach to understanding the developmental impact of life experiences, interpersonal relationships, and the systemic homeostatic demand facing the individual. Articles included in this secondary theme recommend a cybernetic awareness in the conceptualization and treatment of survivors of childhood abuse and developmental trauma (Dickens, 2014; Haiyasoso & Trepal, 2019; Katafiasz, 2020; Muselman & Wiggins, 2012; Overton & Cottone, 2016; Southern & Sullivan, 2021; Watts et al., 2020), the assessment of cognitive complexity and development (Lustig & Xu, 2018; Wilkinson & Dewell, 2019;), as well as assessing and promoting identity integration, life satisfaction, self-esteem, and self-efficacy (Fish & Priest, 2011; Gold, 2013; He, 2017; Hoekstra & Katz, 2021; Johnson et al., 2014; Kataoka & Tsuchiya, 2020; Lenz & Oliver, 2018; Li et al., 2018; Maddy et al., 2015; Messina et al., 2018; Wilkinson & Dewell, 2019.

Attachment

After the posthoc analysis of articles discovered in TFJ, attachment was added as a third secondary theme to further nuance and specify cybernetic awareness, conceptualization, and treatment recommendations. Articles within this theme inspected the impact of familial attachment as it relates to cohesion and symptom development (Myrick et al., 2014; Wang et al., 2016;), addiction-related disorders and symptom development (Bernardon & Pernice-Duca, 2012; Coffman & Swank, 2021), and overcoming traumatic experience and fostering posttraumatic growth and resilience (Toof et al., 2020; Willcox et al., 2019).

Career Impact

The post hoc analysis of articles discovered in TFJ added a fourth secondary theme to Cybernetics in exploring career impact. Within cybernetics, careful consideration of the socioeconomic and contextual impact of career can help explore tension, triangulation, and change difficulties in family dynamics and individual development. Articles specific to this secondary theme explored the impact of midlife career change and perceptions of career satisfaction (Barclay et al., 2011; Dipeolu et al., 2020; Wright et al., 2020), stress in medical professionals’ and first responders’ career commitment (Fider et al., 2014; Porter & Henriksen, 2016), issues related to military life (Makhija et al., 2019; McAdams et al., 2018; Waliski et al., 2012) and vocational identity development (Johnson et al., 2014; Lustig & Xu, 2018).

Multicultural

Multicultural as a primary theme encompasses articles that recommend multicultural sensitivity and postural humility in the conceptualization and treatment of specific disorders within the identified client or family. Such cultural elements include nationality and race (Alvardo et al., 2014; Björn et al., 2013; Choi & Oh, 2021; Clark & Winterowd, 2012; Hooper, 2014; Leong & Tang, 2016; Mitchell & Shillingford, 2017; Mounts & Bradley, 2020; Nadal et al., 2012; Pejic et al., 2017; Ramirez & St. David, 2021; Rodríguez-González et al., 2019; Sauerheber et al., 2014; Shin & Kelly, 2013; Trahan & Lemberger, 2014; Wilson, 2014; Yavuz Güler, 2021), spirituality (Davis et al., 2011), gender (Bean et al., 2016; Didericksen et al., 2015; Englar-Carlson & Kiselica, 2013; Hermann et al., 2020; Patel, 2021; Sperandio et al., 2021), sexual identity (Goodrich et al., 2019; McCullough et al., 2017; Reed et al., 2020; Trahan & Goodrich, 2015), age (Bell, 2018; Branson et al., 2019; Parham & Clauss-Ehlers, 2016), socioeconomic status (Godwin et al., 2013; Mansfield et al., 2013; West-Olatunji et al., 2011), and social justice (Crethar & Winterowd, 2012). Including these elements in a theme labeled Multicultural aligns with Singh et al.'s (2020) work with the multicultural and social justice counseling competencies for counselor education and professional counseling practice. Articles with this designation heuristic were further identified through four secondary themes: Gender, LGBTQ+, age, and socioeconomics.

Gender

Gender was chosen as the title for this secondary theme because each of the included articles recommends that our conceptualization and interaction with an identified client or family adopt a social-constructionist perspective on gender and its individual and social impact. This includes the impact of gender stereotypes and social expectations for binary gender differences (Bean et al., 2016; Didericksen et al., 2015; Englar-Carlson & Kiselica, 2013; Hermann et al., 2020; Patel, 2021) and gender and pathology (Sperandio et al., 2021). These articles help advocate for gender as a multicultural issue and recommend a sensitive and humble posture in the approach of counselor educators and professional counselors in working with these issues.

LGBTQ+

Exploring gender and sexual identity outside of the confines of biological gender and cisgendered heterosexuality, articles detailing recommendations for working with LGBTQ + individuals and families were included in a secondary theme. Articles represented by this theme include recommendations for working with transgendered individuals (McCullough et al., 2017), people of faith who also identify as LGBTQ+ (Reed et al., 2020), and the experience of coming out or disclosure (Goodrich et al., 2019; Trahan & Goodrich, 2015).

Age

Building on the foundational intersections of multicultural theory (Singh et al., 2020), age was added as a secondary theme to Multicultural to further explore the effects of age on family system dynamics. Articles specific to this theme give recommendations for working with intergenerational family dynamics (Bell, 2018; Bettis et al., 2020), living transitions for older adults (Branson et al., 2019), and cultivating a sensitivity within the field of counselor education and professional counseling to learn from the history and experience of our field in working with these issues (Parham & Clauss-Ehlers, 2016).

Socioeconomics

After the post hoc analysis of articles discovered in TFJ, socioeconomics was added as a secondary theme to Multicultural to better understand the impact of social class perception and constraints when working with family and systems theory. Articles specific to this secondary theme give recommendations for working with disadvantaged children in the school system (West-Olatunji et al., 2011), trauma recovery (Godwin et al., 2013), family functioning (Mansfield et al., 2013), and social justice (Crethar & Winterowd, 2012).

Implementation

Implementation as a primary theme encompasses articles that recommend adjustments to existing practices within counselor education and professional counseling practice based on alignment with family and systems theory literature. These include recommendations like adjusting treatment (Copley & Carney, 2020; Hurst et al., 2012; Miller & Dillman, 2016), pedagogy (Amatea et al., 2013; Sommer et al., 2011), research practices (Copley & Carney, 2020; Hanna, 2011; Hooper & Britnell, 2012; Hurst et al., 2012; Marquis et al., 2011; Miller & Dillman, 2016; Sommer et al., 2011), assessment approaches (Gold, 2017; 2021; Hooper et al., 2020; Juhnke et al., 2013; Nagy et al., 2021; Neukrug et al., 2013; Peterson et al., 2014; Sanches-Nunez et al., 2013) and institutional or policy change (Hanna, 2011; Hooper & Britnell, 2012; Marquis et al., 2011). Articles with this designation heuristic were further identified by two secondary themes: Research and assessment.

Research

Family and systems theory is based on interaction with a developmental, reciprocally influencing cybernetic system. Research as a secondary theme of Implementation helps to highlight the various implications of family and systems theory in research. Articles included in this secondary theme include incorporating neuroscience into family and systems theory research (Miller & Dillman, 2016), recommendations for trauma-informed approaches (Copley & Carney, 2020), issues with integration (Hanna, 2011; Marquis et al., 2011), diagnosis-specific treatment approaches (Hurst et al., 2012), conducting research in schools (Hooper & Britnell, 2012), pedagogical adjustment in counselor education (Haber et al., 2021; Harrawood et al., 2011; Paylo, 2011; Sommer et al., 2011; Tadros, 2020), and reconceptualizing family and systems theory in family change issues and treatment (Graham et al., 2013; Kolbert et al., 2013; Koltz & Koltz, 2019; Lloyd-Hazlett et al., 2016; Mana & Naveh, 2018; Nims & Duba, 2011; Pereira, 2014; Phipps & Vorster, 2015; Rajaei & Jensen, 2020; Sung et al., 2018; Weir et al., 2021).

Assessment

Assessment was identified as a secondary theme under Implementation. Articles encompassed within this theme recommend that our assessment procedures and training should be sensitive to family and systems theory which may require an adaptation of assessments not developed for family systems implementation. Recommendations emergent from these articles speak specifically to issues related to blended families (Gold, 2017), abused children (Juhnke et al., 2013), contextual trauma (Gold, 2021) emotional intelligence (Sánches-Núñez et al., 2013), multicultural family dynamics (Hooper et al., 2020; Nagy et al., 2021), relational conflict (Bokar et al., 2011), and general assessment procedures and training (Neukrug et al., 2013; Peterson et al., 2014; Platt & Skowron, 2013).

Discussion

After completing both analyses included in the present review, several key findings emerged. In the first analysis of articles discovered using the Wiley-Blackwell Online Library database, 10 journals were identified yielding 47 relevant articles from 10 years of published scholarship, which was surprisingly few. By comparison, the second review of articles published in the same time span from TFJ yielded 72 relevant articles. Emerging from an unintentional sampling bias created by the ACA's recommendation of Wiley-Blackwell's Online Library database, a post hoc analysis of articles published in TFJ increased the relevant article yield for the present review to 119 (254% of the original 47 article yield). Outside of the potential uses of the content of this systematic review, the discovery of this bias had an impact on the principal researchers as they put themselves in the place of counselor educators in the field who might be trying to collect resources for their course design specific to family and systems theory. Ensuring a comprehensive inclusion of all ACA journals from each of the 19 Divisions required multiple databases and a thorough screening process performed manually. If counselor educators do not have access to Wiley-Blackwell's Online Library database, SAGE Publications, Taylor & Francis Group publishing, and the three independently published journals aforementioned, a comprehensive literature review is not possible, creating potential limitations for knowledge creation based on access restrictions. If the present review included only the articles discoverable through Wiley-Blackwell's Online Library database (first analysis) a knowledge silo would perpetuate incomplete scholarship and further weaken knowledge creation going forward. While any systematic review of literature can be meaningful, the diligence of the research in accurately representing their findings and the saturation of inquiry tools is paramount.

In total, 119 articles were reviewed in the present study. After review, the principal researchers of this study discerned three primary themes with seven secondary themes within them. The theme of a given article indicates what the principal researchers found to be the main characteristic effect in population or issue under study and the recommendations of the original authors of a given article. These characteristic effects or recommendations from the authors, were they to change, would alter every component of the article's relevance and findings as well as the principal researchers’ interpretation.

This review can be used to support counselor educators by helping them ground and facilitate the delivery of competency-based education for family and systems theory coursework, a curricular area with vague resource and implementation guidelines. Additionally, this review illustrates a practical and applicable model of conducting a systematic review for any content area for counselor education course work and CACREP standard fulfillment. The findings of the review suggest that the facilitation of family and systems theory coursework should incorporate multicultural dynamics in race and culture, gender and sexual identity, socioeconomic status, social justice, and age. Each of these components of multiculturalism necessarily changes the structure and function of the relationships embedded in the family as a system and as a social organism. With each of their classroom's intended learning outcomes, counselor educators should work to establish and deepen a posture of humility and sensitivity in their students, thereby honoring the multicultural diversity discussed in the existing literature. Students should also be explicitly equipped with cybernetic awareness so that they recognize their participation in the counseling room as empowering authentic change in an existing system of inherent diversity. If students can maintain this posture of sensitive humility and cybernetic awareness, they will have strong potential to embrace and empower authentic change in their client systems—change that honors their clients’ diversity and social dynamics.

Establishing a sensitive and humble posture in counselor education and equipping students with cybernetic awareness may require adjustments to family and systems theory implementation, the final recommendation made in the reviewed literature. A four-component recommendation emerges from this analysis of the existing literature: counselor educators should prepare their students with a family and systems theory curriculum that (1) values and embraces diversity, (2) instills in students a cybernetic awareness, (3) encourages students to adopt a multiculturally sensitive posture and cybernetic awareness to process-oriented learning outcomes, and (4) maintains regular assessment procedures to measure the learning outcomes tethered to the curriculum. This four-component recommendation would provide counselor educators with a foundation of resources fit for use in curriculum design and facilitation while also empowering them to undertake a regular assessment of student learning outcomes that is sensitive to and congruent with this foundation. Additionally, by emulating and further adapting the present review methodology, counselor educators can continually ensure their curriculum is evidence-based and timely in the inclusion of relevant scholarship.

Recommendations for Future Research

As one of the first curriculum design and facilitation recommendations for counselor educators working in family and systems theory, this four-component recommendation has significant implications for future research. First, future research efforts might focus on evaluating successful learning outcomes for the family and systems theory curricula used in counselor education. To date, no such reviews exist, perhaps due to the diffuse nature of said literature and the potential access restrictions to necessary databases. Using the present review and four-component recommendation as a starting point, researchers could develop guidelines for curriculum design and facilitation in family and systems theory. Secondly, while competency-based education andragogy is structurally embedded in the CACREP standards, the nature of working and researching in family and systems theory also involves process-oriented skills that counselor education students need to learn. Future research efforts might build on the emerging guidelines for curriculum design and facilitation in family and systems theory coursework by developing skills recommendations and teaching guidelines. Implementing these two recommendations for future research would equip counselor educators to engage in curriculum design and facilitation in family and systems theory. These same counselor educators could then better prepare their students with the theory and skills necessary to work in this core counseling area.

Limitations

The present study is limited to the 11 journals included in the systematic review and thus cannot speak to literature published in the 9 remaining journals of the ACA and its 19 Divisions. Excluded from the present review were the following divisions and their respective journals: the Association for Assessment and Research in Counseling (AARC; Measurement and Evaluation in Counseling and Development), the Association for Child and Adolescent Counseling (ACAC; Journal of Child and Adolescent Counseling), the Association for Creativity in Counseling (ACC; Journal of Creativity in Mental Health), the American Rehabilitation Counseling Association (ARCA; Rehabilitation Counseling Bulletin), the Association for Specialists in Group Work (ASGW; Journal for Specialists in Groupwork), Counselors for Social Justic (CSJ; Journal for Social Action in Counseling and Psychology), the International Association for Resilience and Trauma Counseling (IARTC; Trauma Counseling and Resilience), the Military and Government Counseling Association (MGCA; Journal of Military and Government Counseling), and the Society for Sexual, Affectional, Intersex, and Gender Expansive Identities SAIGE; Journal of LGBTQ Issues in Counseling).

Conclusion

While much has been published over the past decade specific to family and systems theory in professional counseling, few recommendations exist for counselor educators seeking to include relevant and recent publications in their counselor education curricula. A PRISMA analysis of the literature yielded a four-component recommendation for counselor educators instructing family and systems theory. This four-component recommendation empowers counselor educators to design and facilitate a multiculturally sensitive curriculum that (1) values and embraces diversity, (2) instills in students a cybernetic awareness, (3) encourages students to apply cybernetic awareness to process-oriented learning outcomes, and (4) includes regular assessment procedures to measure the learning outcomes tethered to the curriculum. Based on this four-component curricular recommendation, two primary research recommendations emerged: namely, the evaluation of student learning outcomes and the creation of guidelines for curriculum facilitation that equally values competency-based and process-oriented skill development.

Footnotes

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

ORCID iDs

Bridger D. Falkenstien

Lynn Bohecker

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