Graduate Family Therapy Training for First Nations Practitioners: Transformations of Self

OBJECTIVE: In light of limited teaching resources and the essential need for Indigenous-focused learning material, this study sought to contribute to the development of culturally appropriate support for First Nations students training as family therapists. Drawing on the wisdom and experience of graduate students of an integrated family therapy training program that embeds Australian Aboriginal culture and Aboriginal wisdom within mainstream curriculum, we explore the transformative elements of course curriculum and teaching process. METHOD: As part of the course, First Nations students prepared reflective essays on their learnings related to culturally adapted systemic frameworks for working with Australian Indigenous families, including ethics of practice, and impacts for self. These essays (n = 9) were subject to grounded theoretical analysis. RESULTS: Findings highlight students' perceptions of the transformative impact of the graduate program on their personal and professional development. This impact was reflected across three key domains: (i) personal and professional growth, (ii) takeaway learnings, (iii) application of learning in family therapy practice. CONCLUSION: When taught within a culturally safe process, our findings show the powerful, recursive alignment of Indigenous ways of knowing and Western systemic approaches to family therapy. This integration is not only perceived as professionally enriching by students but also appears to support their personal growth and in turn their capacity to work respectfully and effectively with First Nations families. By embedding these respectful, integrated pedagogies into tertiary clinical training, students and supervisors can contribute to building sustainable practice capacity within First Nations communities, ultimately strengthening family and community wellbeing.