ABSTRACT
Within family therapy training, genograms are taught as a core part of understanding and working with family relationships. Trainees also construct their own families of origin as a method of understanding the mechanics of the process and, more importantly, as a direct method of exploring the relational nature of psychological resources and psychological distress. This paper examines the cultural assumptions embedded in the conventional Western genogram and describes efforts to develop a culturally meaningful approach for First Nations family therapy students in Australia. Standardised genogram symbols may inadequately represent kinship systems that integrate Country, community, spirituality and postcolonial histories. We propose a reimagined genogram that incorporates context, story and artwork, moving beyond low-context symbolic conventions towards culturally resonant representations. In doing so, the genogram is not merely adapted but transformed—honouring Indigenous ways of knowing whilst retaining its systemic foundations. Underpinning this work is an ethic of two-way listening and learning between Indigenous and non-Indigenous students and teachers.