professional developmentThe Academic Genogram:Teaching for the Future by

Learning From the Past

DARCY HAAG GRANELLODAVID HOTHERSALL

ANN L. OSBORNE

Describes a doctoral-level assignment that uses a genogram format to trace aca­demic lineage and uncover historical themes that continue to influence the student'sprofessional development.

With every step I must bow to my tem:hers.-Hindu saying

It is an underlying assumption in graduate education that stu­dents and their faculty advisors have a relationship that extendsbeyond formal education (Lamport. 1993). At the undergraduatelevel, it is estimated that more than 70% of what students learndurtng college is the result of out-of-class expertences (Kuh. 1993).It is reasonable to assume that this percentage is even higher fordoctoral studies. The mentortng role of doctoral faculty. particu­larly advisors. is pivotal in the personal and professional develop­ment of the trainee (Bruss & Kopola, 1993). Doctoral advisorssocialize students into the profession. provide academic and in­tellectual enrichment and encouragement, include students in theirresearch agendas. push students toward professional and per­sonal development. play key roles in determining future careergoals. and even provide job placement assistance. The role of the

Darcy Haag Granello is an assistant professor of counselor education, DavidHothersall is a professor ofpsychology, and Ann L. Osborne is a doctoral studentin counselor education, all at The Ohio State University, Columbus. Correspon­dence regarding this article should be sent to Darcy Haag GraneUo, 11J.e Ohio StateUniversity, 283 Arps Hall, 1945 North High Street, Columbus, OH 43210 (e-mail:granello.1 @ostLedu).

COUNSELOR EDUCATION AND SUPERVISION / MARCH 2000/ VOL. 39 177

faculty mentor is complex and includes teaching. advising. su­pervising. challenging. collaborating. and supporting.

The professional identity of the student is shaped. in part. throughthese informal contacts with faculty mentors. Beliefs about theprofession. theoretical orientation, and professional identity areareas that are heavily influenced by mentors. Faculty mentors helpshape students early in professional careers when foundationalbeliefs are being formed. New professionals rely on their facultymentors to help them make sense of the unfamiliar professionalterrain (Skovholt & Ronnestad, 1992). Research supports the es­sential role of mentortng relationships in the graduate student'sacademic success (el-Guebaly & Atkinson, 1996), professional ori­entation (Rubeck. Donnelly, Jarecky. & Murphy-Spencer. 1995),and professional growth (Knox & McGovern. 1988).

Stop and think for a moment. In what theoretical orientation doyou feel most comfortable? What is the role of research in coun­seling? What is the importance of informal faculty-student rela­tionships? In each of these areas, it is likely that each one of uscan point to an influential faculty mentor who helped to shapeour opinions; it is possible that we continue to advocate for thesebeliefs without ever clearly articulating how they were formed orwhether we truly support them. Just as we inherited assump­tions about the world from our families. we have inherited beliefsabout the counseling profession from our academic families. Un­covering those beliefs. tracing their lineage. and developing anunderstanding of the professional self through the search is thepurpose of the academic genogram assignment.

THE ROLE OF GENOGRAMS IN UNDERSTANDING THE SELF

The genogram is a commonly used technique in counseling and coun­selor training. Genograms have their roots in family counseling andfacilitate an examination of historical influences on a person's cur­rent functioning (Halevy, 1998). They typically span at least threegenerations and are used as visual aids to uncover patterns and themulttgenerattonal transmission of family influences (Young & Long,1998). Genograms can be used to trace family influence in variouscontexts. Clients in career counseling draft genograms to under­stand career influences (Okiishi, 1987). They are used to promotecultural identity (Kelly, 1990), to delineate family influence on aca­demic success (Rita & Adejanju, 1993), and to examine the impact ofthe family on sexual functioning (Hof& Berman, 1986). Within coun­selortratntng, the genogram is considered an important tool for helpingtherapists develop self-understanding and is a common assignmentin family counseling courses (Hardy & Laszloffy, 1995).

178 COUNSELOR EDUCATION AND SUPERVlSION / MARCH 2000 / VOL. 39

The traditional genogram has been criticized for its narrow defi­nition of family as a biological entity and has been broadened byWatts-Jones (1997) to include functional as well as biologicalties. The academic genogram uses this broader definition of agenogram, and the "functional family" that influences the pro­fessional development of the student is his or her professionalnetwork (Kreiser, Ham, Wiggers, & Feldstein, 1991). Thus, justas career influences, sexual influences, myths, beliefs, and val­ues can be traced through a family genogram, professional Influ­ences can be traced through an academic genogram,

THE ACADEMIC GENOGRAM

The academic genogram is an assignment given to doctoral stu­dents in a doctoral orientation counselor education course. It isdesigned to encourage students to trace their academic roots.Students are asked to draw a genogram, as they would with afamily, that traces their academic lineage. They may select theirmaster's or doctoral level advisor (or both) as a beginning point.They interview the selected faculty member and learn about thementor(s) that influenced his or her professional life. After learn­ing all they can from that individual, they contact the mentor'smentor and conduct an interview, and continue the process as farback as possible.

Phone calls, e-mail, and letters are the primary methods forcommunicating with mentors, but students are encouraged to becreative in looking for information from secondary sources, suchas journals and professional organizations. What types of articlesdid the person write? To what professional organizations did heor she belong? Did he or she produce any video or audiotapedrecords? These sources can reveal valuable information about aperson's professional identity and values.

When students find that a mentor they are investigating is de­ceased or unavailable, they can reach out to others for assistance.Important collateral information can be gleaned from spouses,former colleagues, and former advtsees, As long as the student iswill1ng to assume the role of an investigator, there is much his­tory to be learned.

The selection of individuals to trace is intentionally left vague.Students are free to select their starting point, and each personalong the lineage selects influential academic mentors, not nec­essarily academic advisors exclusively. Likewise, there is nospecific number of individuals to be traced; students are free tochoose only one mentor, or they can choose several. When men­tors choose more than one mentor to discuss, the richness of the

COUNSELOR EDUCATION AND SUPERVISION / MARCH 2000 / VOL. 39 179

assignment grows. Of course, with each new person added to thechart, the complexity of the assignment grows as well. The pa­rameters are flexible to allow for the unfolding of the unique expe­riences of each academic lineage.

When the investigation has been completed, students graphi­cally represent their lineage (as in a traditional genogram) andalso provide a narrative of the professional themes they have un­covered in their search. These can be shared with the class andprovide a rich foundation for class discussions, especially in thesmall group format typical of doctoral-level classes. With a guidedclassroom discussion, students can be helped to articulate theinfluences of the past on their current professional development.

Professional Themes

As students uncover their academic lineage, they begin to tracethemes that resonate throughout the generations, just as theywould if they were developing a traditional genogram, Some themesare mentioned by all members ofthe lineage, and others are trace­able only through one or two branches. Of course, some themesbecome apparent by their notable absence when no one in thelineage mentions them. Some of the themes that can be pursuedare listed below, but the list is endless and depends on the par­ticular lineage being traced.

Faculty as agents of socialization into the profession. Themes re­garding beliefs about the importance of professional organizations,the value of research, and the role of teaching and mentortng arecommon. For example, some "ancestors" will note how they all meetwith their mentors and mentees annually at the American Counsel­ing Association convention, indicating the importance of attendingprofessional conferences. Others will talk about their mentor's ex­cellence in teaching and their own desire to become proficient inteaching so that they can model that behavior. For others, the im­portance of mentortng itselfwill be an important topic of discussion.

Research agendas. Mentors often provide research experiencesfor their mentees in the mentor's area of research. Thus, researchagendas sometimes can be traced through several generations.Although research topics are often thematically linked throughthe generations, so are attitudes toward research itself, with alove of quantitative or qualitative investigation often being trans­mitted through the generations.

Intellectual and personal development. The degree to which per­sonal and professional selves are merged, the level of satisfactionwith the chosen profession, and the degree to which one chal­lenges him- or herself intellectually and professionally are com-

180 COUNSELOR EDUCATION AND SUPERVISION / MARCH 2000 / VOL. 39

ponents that can be traced through the lineage. Mentors who stayknowledgeable about the latest research, attend conferences. andare open to learning new ways of thinking can pass that desire forlifelong learning along to the students they mentor.

Career and educational aspirations. Just as with research agen­das, specializations within the field of counseling can be trans­mitted from mentor to mentee. Students may enter a programwith a generalist approach and work closely with a specialist inmarriage and family counseling or gerontological counseling. Be­fore long. the student becomes captivated with the specialty. andthus becomes an expert in the field. Although the academicgenogram predisposes the search to lead to individuals who workin academia, if the search parameters were broadened to counsel­ing mentors outside the world of academia (e.g.. clinical and schoolsupervisors), students might uncover particular types of practi­tioners in their lineage as well.

Afmal word on themes. Just as in the counseling relationship.if the student enters the interviewwith an academic ancestor holdinga predetermined set of questions or ideas about the outcome, theirsuccess will be limited. Students should have broad topical dis­cussion outlines (e.g.. What is your research line? What is yourtheoretical approach?) but should not be locked into a structuredinterview. With flexibility and animated give-and-take discussions,the opportunities for learning are enhanced.

A CASE EXAMPLE

The excitement and enthusiasm generated by the assignment isbest described by a doctoral student who has gone through theexperience. What follows is a first-person account of the assign­ment by the third author.

When I learned about David Hothersall's History of Psychologyassignment of tracing my academic lineage. I was not enthusiastic.The lack of excitement probably reflected the fact that, as a secondyear doctoral student. I have faced countless assignments. and thiswas merely "another one." The assignment, however. developed intoone of the most profound experiential exercises that I have had inmy 4 years of graduate work. In order to explain its tremendousimpact. I have divided my discussion of the assignment into fourcomponents: requirements, process, product, and reflections.

Requirements of the Academic Genogram

Hothersall's suggestions for completing the academic genogramconsisted of first contacting our advisor. Based on his 15-year

COUNSELOR EDUCATION AND SUPERVISION I MARCH 2000 I VOL. 39 181

experience of assigning this project to graduate students. he indi­cated that most advisors are very willing and interested in shar­ing their historical influences and research interests with theiradvtsees, Hothersall also suggested that as we traced our lineage.we should focus on areas of interest. research. and scholarly con­trfbutlons. He provided us with some resources to help us in oursearch. Several ofthese are listed in theAppendix. Finally. Hothersallrecommended that we interview other Ohio State University fac­ulty members and graduate students to help us get started andnoted that in the past. retired faculty members have been espe­cially helpful.

Process

I first contacted my advisor. Darcy Haag Granello and met withher to begin the assignment. I was immediately impressed withthe enthusiasm with which she spoke of her advisors and men­tors and in the many ways that they had influenced her. She alsoemphasized the importance of mentonng in her own development.She mentioned how often she communicates with her mentorsand that she often works with these individuals to publish papersand to discuss new ideas. She gave me the information I neededto contact these special people. I left our meeting much more ex­cited and enthusiastic. I also felt a stronger sense of ownership inmy own academic lineage and a newfound cunostty about wherethis path would lead.

After contacting my advisor's mentors. my own enthusiasmheightened. Through e-mail and telephone conversations. I learneda great deal about the origins of the counselor education profes­sion. This experiential learning process proved to be much morevaluable than any information that I could read in a book. I wasstruck by the strong influences that our advisors and mentorshave on advisees' interests and wnttngs throughout a lifetime.The relationships seemed very powerful and it surprtsed me that.in my own academic lineage. these relationships are ongoing ones.

When I contacted each person. I explained the assignment andasked for a short history of his or her professional development.Some provided me with copies of their vitaes, given in person orsent via the Internet, while others simply talked while I listened.After learning some of the facts. I then moved into discussionsabout prtorttles, interests. research, and teaching. I allowed eachparticipant to share what he or she felt was most important forunderstanding my roots. When the person finished telling me abouthis or her professional life. I then asked for some names and con­tact data of that person's professional mentors. In each case. the

182 COUNSELOR EDUCATION AND SUPERVISION / MARCH 2000 / VOL. 39

person provided not only contact data, but also professional infor­mation about their mentors and helped me understand why theywere important in the professional development of their mentees.

I reached a snag after going back four generations. The mentorthat I was trying to reach (Harold Cottingham) died in 1983. I calledFlorida State University's (FSU) Counselor Education Program andfinally was able to locate a faculty member who had been one of Dr.Cottingham's advisees. Evidently, Dr. Cottingham was a counseloreducator pioneer and was one offive individuals who branched outand began the counselor education program at FSU in 1949. I wentto the library and looked in the 1966 APAMembership Directory andfound his name, research interests, degrees held, and dissertationtopic. My enthusiasm continued to escalate.

After learning of Dr. Cottingham's contributions to the field, Ibegan pursuing another one of my advisor's mentors, Dr. MarkYoung who is currently a counselor educator at Stetson Univer­sity. Dr. Young mentioned that one of his major influences wasHarry Dewire, a faculty member at Union Theological Seminary.Evidently, Dr. Dewire's biggest influences were from Harry StackSullivan (who is credited with developing the interpersonal theoryof psychiatry and Gordon Allport, a very influential psychologistfrom Harvard University who had served as President of the Ameri­can Psychological Association in 1939. I now see that my ownroots can be traced back directly to several individuals who hadpreviously only been names to me in textbooks of the history.

Product

My academic genogram (see Figure 1) is a pictorial representationof my academic lineage. I displayed it this way because what Ilearned about my past and how it affects me cannot be reduced toboxes and organizational charts-it is a living history that contin­ues to change and grow. I wanted the product to represent all thatI had learned in my search. Through the process, I was inspiredto consider other parts of my lineage. In the original genogramthat I submitted, I placed a picture of the White House and addeda hyphenated last name to my genogram because my great­grandfather's second cousin was President William McKinley. Notonly am I genetically related to a previous U.S. President, but Iam also related academically to such professional pioneers as HarryStack Sullivan, Gordon Allport, and Harold Cottingham!

Of course, not all of the students' genograms had the same for­mat as mine. When we presented our completed products to theclass, I was amazed to see the variety. Some were done as actualgenograms while others looked like organizational charts or family

COUNSELOR EDUCATION AND SUPERVISION / MARCH 2000 / VOL. 39 183

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trees. Some were animated PowerPoint presentations. The creativ­ity was incredibleI What was even more interesting to me was hearingother students talk about what they had learned in their searchand how energized our class had become about our own histories.

Reflections

This assignment helped me begin to understand. from an experien­tial viewpoint. the history and origins of the counselor educationprofession. I also understood more about the powerful impact ofadvisors and mentors on advisees in the helping profession and howthese influences are often lifetime influences. I also began develop­ing connections to the historical roots of my profession, and for thefirst time. I could recognize its direct impact on my own life. Thisassignment allowed me to more clearly experience the reasons forthe enthusiasm my own advisor initially expressed when she spokeof the influence of mentors on her life. Although I was initially skep­tical. I now believe that this assignment should be a requirement forall counselor education students. especially doctoral students inter­ested in teaching and working in counselor education.

IMPLICATONS OFTHE ASSIGNMENT

This ltvtng presentation of counseling history requires studentsto engage in a process of self-exploration and self-understanding,and in a process of understanding our profession. Interviews yielddeep, rich descriptions that allow students to engage in discourseat a level that could never be accomplished through reading atextbook on the history of counseling or watching a video on thehistory of counseling. Students become active participants inunderstanding the profession: they struggle to make meaning ofwhat they are learning, and they interact with rather than reactto history. They then take their experiences into the classroom toengage in discussions with others who have had similar experi­ences and together they create a history that is alive. engaging.and meaningful.

The classroom becomes a "discourse community" (Borko & Putnam.in press) where learning becomes an active event in which stu­dents attempt to interpret and understand their profession anduse feedback from others to form their reality (Resnick, 1991).Research has shown that when students participate in learningthrough experiential activities. such as the academic genogram,they advance cognitively and learn critical thinking and problem­solving skills more effectively than through traditional didacticclassroom activities (Brown, Collins, & Duguid, 1989). Our own

COUNSELOR EDUCATION AND SUPERVISION / MARCH 2000 / VOL. 39 185

experience has demonstrated that the assignment is one way tohelp students get excited about learning the history of counselingand understanding the role that history has in shaping the future.

CONCLUSION

The academic genogram assignment has been incorporated in thecounselor education department through interactions with thepsychology department. where the assignment was initiated bythe second author. Although it is new to counselor education, thisassignment has been used by the second author for more than 15years. Positive reactions of students like those ofthe third author,have been commonplace during those years.

The use of the academic genogram has been limited to doctoralstudents and to academic lineage. However. the assignment easilylends itselfto adaptation. Master's level students could complete theproject, although their limited academic lineage would mean thatthey would. by necessity, travel back through their master's leveladvisor. Ifan entire class was required to complete this assignment,all students assigned to one advisor could complete the project to­gether. Another adaptation would be to trace lineage through on-sitecounseling supervisors. Finally. in programs where temporary advi­sors are assigned early in the doctoral program, this assignmentcould be postponed to a later doctoral class. allowing students totrace their lineage through their permanent doctoral advisor.

While the academic genogram is a powerful experience for stu­dents. we must add a note of caution. Students should be re­minded that they are asking for time from busy professionals tocomplete this proj ect, and they will be met with varying amountsof enthusiasm. In the history of the assignment. most studentshave been welcomed by their academic advisors. However. as withall such contacts. there are times when members of the lineageare unavailable for comment. too busy to meet with or send e­mail to students from other programs. or simply do not wish tocooperate with the students to complete the assignment. In theseinstances. students can be encouraged to trace other branches oftheir lineage or skip personal contacts with that generation. us­ing other resources to trace their roots. Some faculty mentorswho have been contacted numerous times for this assignmenthave drafted a short biography that they hand out to students tosupplement their interview. This reduces the amount of time spentface-to-face but still provides necessary information. Others be­lieve that the assignment is most effective when students andfaculty interact, and they are willing to spend more time witheach student individually. Whatever the case, students should be

186 COUNSELOR EDUCATION AND SUPERVISION / MARCH 2000 / VOL. 39

encouraged to be respectful of the time they are asking others tocommit.

In our counselor education program. faculty participating in thisgenealogical search have been energized and excited. Sitting downand talking with students about our own lineage has caused us toconsider the effects of our own histories on our current under­standings of the counseling profession. As faculty members havebegun comparing our own academic histories. we realize how dif­ferently we each approach our profession and how these embed­ded assumptions affect our departmental functioning. From ourdiscussions. we have decided to develop a departmental academiclineage. From this. we hope to gain a further understanding ofwhat it is we convey to our students. The exercise can be impor­tant for faculty as well as the students we teach.

REFERENCES

Borko, H.. & Putnam. R. T. (in press). The role of context in teacher learning andteacher education. Columbus. OH: ERIC Clearinghouse on Adult. Career. andVocational Education.

Brown. J. S .. Collins. A.. & Duguid. P. (1989). Situated cognition and the cultureof learning. Educational Researcher, 18(1). 32-42.

Bruss. K. V.. & Kopola, M. (1993). Graduate school training in psychology: Its impactupon the development of professional identity. Psychotherapy, 30, 685-691.

el-Guebaly, N.• & Atkinson. M. (1996). Research training and productivity amongfaculty: The Canadian Association of Professors of Psychiatry and the CanadianPsychiatric Association survey. Canadian Journal of Psychiatry. 41. 144-149.

Halevy, J. (1998). A genogram with an attitude. Journal of Marital and FamilyTherapy, 24. 233-242.

Hardy. K. V.. & Laszloffy, T. A. (1995). The cultural genogram: Key to trainingcultural competent family therapists. Journal ofMarital and Family Therapy,21. 227-237.

Hof, L.. & Berman. E. (1986). The sexual genogram. Journal ofMarital and Fam­ily Therapy, 12. 39-47.

Kelly. G. D. (1990). The cultural family of origin: A description of a training strat­egy. Counselor Education and Supervision., 30. 77-84.

Knox. P. L.. & McGovern. T. V. (1988). Mentoring women in academia. Teachtngof Psychology, 15. 39-41.

Kreiser. J. S .. Ham. M. D-C .. Wiggers, T. T.. & Feldstein. J. C. (1991). The profes­sional "family": A model for mental health counselor development beyondgraduate school. Journal of Mental Health COWlseltng, 13. 305-314.

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Lamport. M. A. (1993). Student-faculty informal interaction and the effect on col­lege student outcomes: A review of the literature. Adolescence, 28. 971-990.

Okiishi, R. W. (1987). The genogram as a tool in career counseling. Journal ofCOWlseltng and Development. 66. 139-143.

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Rita, E. S .. & Adejanju, M. G. (1993). The genogram: Plotting the roots of aca­demic success. Family Therapy. 20, 17-28.

Rubeck, R. F., Donnelly, M. B.. .Jarecky, R. M., & Murphy-Spencer, A E. (1995).Demographic, educational, and psychosocial factors influencing the choices ofprimary care and academic medical careers. Academic Medicine. 70. 318-320.

Skovholt, T. M., & Ronnestad, M. H. (1992). Themes in therapist and counselordevelopment. Journal of Counseling & Development, 70, 505-515.

Watts-Jones, D. (1997). Toward an African-American genograrn. Family Process,36. 375-383.

Young, M. E.. & Long, L. L. (1998). Counseling and therapy for couples. PacificGrove, CA: Brooks/Cole.

APPENDIX

Resources to Assist in the Academic Lineage Search

American Association for Marriage and Family Therapy. (1988). Dictionary ofclinicalmembers and approved supervisors. Washington, DC: Author.

American Personnel and Guidance Association. (1954 & subsequent editions).Directory of members. Washington, DC: Author.

American Psychological Association. (1958 & subsequent editions). Directory ofthe American Psychological Association. Washington, DC: Author.

Arco Editorial Board. (1993). AUied health profession. New York: Prentice Hall.Boring, M. D., & Boring, E. G. (1948). Masters and pupils among the American

psychologists. American Journal of Psychology, 61. 527-534.Bowker Data Base Publishing Group. (1971 & subsequent editions). American

men and women ofscience: Social and behavioral sciences. New York: Author.Bowker Data Base Publishing Group. (1982 & subsequent editions). Directory of

American scholars. New York: Author.Bowker Data Base Publishing Group. (1932 & subsequent editions). Leaders in

education. New York: Author.Dissertation abstracts international. University MicrofIlms International: Ann Ar­

bor, MI.Hollis, J. W.. & Wantz, R. A (1971 & subsequent editions). Counselor education

directory: Personnel and progress. Muncie, IN: Accelerated Press.U.S. Department of Health. Education. and Welfare. (1962; 1964; 1968). Direc­

tory of counselor educators. Washington, DC: Author.

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