DOCSLIB.ORG

Thesis-1985D-D725f

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Thesis-1985D-D725f I I Thesis-1985D-D725f Dissertation Doty, Dale Robert, Jra, 1953- Page Number ~ \\ D Images D Foldouts D Maps D Scanned D Clean-up D PDF D Archive D MS F Projects Verified Date FAMILY THERAPY -SUPERVISION: ASSESSMENT OF SKILL ATTAINMENT BY TRAINEE AND SUPERVISOR By DALE ROBERT DOTY, JR. II Bachelor of Science Oral Roberts University Tulsa, Oklahoma 1976 Master of Social Work University of Kansas Lawrence, Kansas 1977 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY May, 1985 Copyright by Dale Robert Doty, Jr. May, 1985 ii FAMILY THERAPY SUPERVISION: OF AND SUPERVISOR Thesis Approved: Thesis Adviser :!~Al~~ Dean of the Graduate College iii 1236036 ACKNOWLEDGMENTS The completion of doctoral studies, in general and this thesis in particular, would not have been possible without the loving support of my wife, Sue. She and my son, Timothy, have sacrificed many hours and have willingly given up family income for this project. Other members of my family have contributed through the years to my education. My parents, Dale Robert Doty, Sr., now deceased, and Joan Parr. taught me a lot about how families function. They both instilled in me a desire to learn and get a good education. My in-laws, and second parents, have supported me in many ways. They have volunteered their time in my office and have contributed support to my wife and son when I was unavailable. My best friend and pastor, Rev. Bob Petterson, has been an encourager in many ways when stress and demands on me were high. Bob has helped me understand experientially the value of friendship. I appreciate the members and former members of my staff at Christian Family Institute. They have all ~een team members on this and many other projects. In particular, I want to thank my devoted secretaries- Brenda Watson, Patricia Tolbert, and Sue Doty. They have guarded me from iv unnecessary interruption and completed many tasks which I would otherwise have had to complete myself. Special thanks to fellow therapists, esteemed professionals, and friends: Jerry Duncan, Ph.D.; Shedd McWilliams, Ph.D.; Mary Mihelich, M.A.; Rita McCarthy, M.A.; Steve Anderson, M. Div.; and Su An Arnn, M.S.N., (Ph.D. Candidate). Each member of my team is willing to go the extra mile for me. Thank you. I want to express my appreciation to members of my committee. In particular, I thank Dr. David Fournier, Professor of Family Relations and Child Development and my thesis adviser for his excellent guidance. He has consistently assisted, encouraged, and challenged me to grow as as family professional. Dr. Frances Stromberg, Department Head of Family Relations and Child Development and chairperson for my committee has been a valuable adviser since before I began doctoral studies. Dr. Alfred Carlozzi, Professor of Applied Behavioral Studies, and Dr. Beulah Hirschlein, Professor of Home Economics Education and Director of Home Economics University Extension, have both served as consultants and advisers. My supervisors from the Menninger Foundation assisted me in polishing my family therapy skills. A special thanks is deserved by Steve Jones, M.S.W., and Mariane Riche, M.S.W. Dr. Richard Bollinger is an excellent teacher of teachers and challenged me to learn the science of supervision. v This research project would not have been possible without the assistance of Steve Jones, M.S.W., Director of the Family Therapy Training Program of the Menninger Foundation and Dr. Donald Shoulberg, Director of the Kansas City office of the Menninger Foundation. Each of these men aided me greatly in collecting data from trainees. Last and by no means least, I especially want to recognize Marilyn Smith. Marilyn freely gave countless hours over the years as my transcriptionist, typist, and all around assistant. Thank you, Marilyn. God has richly blessed me with many friends, companions, advisers, helpers, and colleagues. I thank God for these and many others I do not have time or space to name. vi TABLE OF CONTENTS Chapter Page I. INTRODUCTION..................................... 1 Statement of the Problem.................... 5 Purpose and Significance of the Study....... 7 Hypotheses.. 9 General Hypotheses..................... 9 Definition of Key Terms .••••••••.••••••••••• 10 Summary. • • • • . • • . • • . • • . • . • • • . • . • • • • . • • . • • • • . 1 3 II. LITERATURE REVIEW •••••••••••••••••••••••••••••••• 14 The History of Family Therapy •••••••••••••.• 15 Approaches to Family Therapy .••••••••.•••••• 17 Psychodynamic Family Therapy ••••••••••• 18 Experiential Family Therapy •••••••••••. 19 Behavioral Family Therapy •••••••••••••• 21 Extended-Family Therapy •••••••••••••••• 22 Structural Family Therapy •••••••••••••. 23 Strategic Family Therapy ••••••••••••••• 25 Supervision and Training Literature ••••••••• 26 Single Program Descriptions •••••••••••• 30 Methods of Supervision ••••••••••••••••• 36 Live Supervision •••••••••••••••••• 37 Video tape in Supervision ••••••••• 41 Team Consultation in Supervision •• 44 Co-Therapy..... 4 7 Setting Learning Objectives ••••••• 49 Focus on the Trainee's Own Family. 56 Theory and Supervision ••••••••••••••••• 59 Research on Supervision and Training ••• 62 Summary. • . • • . • • • . • . • • • • • . • . • • . • • • • • • . • . 66 III. METHODOLOGY •••••••••••••••.•••••••••••••.•••••••. 68 Research Design............................. 69 Research Sample ..•.•..•.......•••••••••••.•. 70 Training Program Descriptions •••••••••• 73 Trainee Requirements .••••••••••••• 73 Theoretical Orientation ••••••••••• 74 Training Format •••••••••.••••••••• 74 Supervision Assignment •••••••••••• 75 Supervision Process ••••••••••••••• 76 vii Chapter Page Research Instruments •••••••••••••••••••••••• 77 Family Therapy Skill Evaluation (FTSE). 77 Identification of Family Therapy Ski 11 s. 7 7 Reduction of Item Pool •••••••••••• 7g Subscales......................... 82 Engagement Skills •••••••••••• 82 Problem Identification Skills..................... 82 Change Facilitation Skills ••• 82 Termination Skills ••••••••••• 83 Background Information Form •••••••••••• 83 Additional Research Instruments •••••••• 84 Supervision Techniques Questionnaire ••••••••••••••••••• 84 Final Evaluation of the Program •••••••• 85 Seminar Evaluation Cards ••••••••••••••• 85 Data Collection ••••••••••••••••••••••••••••• 86 Data Analysis ••••••••••••••••••••••••••••••• 8g Coding for Analysis •••••••••••••••••••• 8g Hypotheses Tests ••••••••••••••••••• ~ ••• go Operational Hypotheses~ ••••••••••• go Statistics for Hypotheses Evaluation ••••••••••••••••••••• g1 Limitations................................. 93 IV. RESULTS •••••••••••••••••••••••••••••••••••••••••• g4 Sample Characteristics •••••••••••••••••••••• g4 Family Therapy Trainee's Skill Attainment ••• g4 Hypothesis I ••••••••••••••••••••••••• g7 Hypothesis II ••••••••••••••••••••••••• gg Hypothesis III ••••••••••••••••••••••••• 104 Hypothesis IV ••••••••••••••••••••••••• 107 Hypothesis V••••••••••••••••••••••••• 110 Hypothesis VI ••••••••••••••••••••••••• 113 Hypothesis VII ••••••••••••••••••••••••• 118 Summary ••••••••••••••••••••••••••••••••••••• 122 V. SUMMARY AND DISCUSSION OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS FOR FURTHER STUDY •••••••••••• 125 REFERENCES.............................................. 132 viii Chapter Page APPENDIXES..... • • • • • • • • • • • • • • • • • • • • • • • • . • . • • • • • • • • • • . • • • 15 7 APPENDIX A - FAMILY THERAPY SUPERVISION ARTICLE CODING CRITERIA •.••••••••••••••••••••• 158 APPENDIX B - CODED FAMILY THERAPY TRAINING LITERATURE •••••••••••••••••••••••••••• 160 APPENDIX C- TRAINING PROGRAM BROCHURE ••••••••••••• 171 APPENDIX D - FAMILY THERAPY SKILL EVALUATION (FTSE) 173 APPENDIX E- BACKGROUND INFORMATION FORM •••.••••••• 178 APPENDIX F- ADDITIONAL RESEARCH INSTRUMENTS ••••••• 185 APPENDIX G- CORRESPONDENCE WITH TRAINING PROGRAM •• 193 ix LIST OF TABLES Table Page Research Design ••••• @ ••• * •••••••••••• e............ 71 2 Family Therapy Skill Evaluation (FTSE) Construction................................... 80 3 Instrument Administration Schedule •••••••.••••••• 88 4 Selected Background Characteristics •••••••••••••• 95 5 Participant Professional Identification •••••••••• 96 6 Family Therapy Skill Evaluation Reliability •••••• 100 7 One-way Analysis of Variance of FTSE Scores by Method of Supervision •••••••••.•••••••••••••••• 103 8 ! Test of First Year Family Therapy Skill Evaluation Self Report .•••••••••••••••••••••.•• 106 9 FTSE Means by Period ANOVA •••••••••••.••••••••••• 109 10 ! Test of Supervisor Evaluations ••••••••••••••• 112 11 First Year Supervisor-Trainee FTSE! Test •••••• 115 12 Second Year Supervisor-Trainee FTSE t Test •.••• 116 13 Factor Analysis of Family Therapy Skill Evaluation ...•........... o .... o ••••••••••••••••• 120 X Abstract A thorough review of the literature indicates that very little research has been done to demonstrate that family therapy training is effective. This research was undertaken to answer the questions as to whether family therapy training produces change in trainees over time. The Family Therapy Skill Evaluation (FTSE) was constructed consisting of 40 items of family therapy skills divided into four subscales. This scale I was administered to 50 trainees and their supervisors in a large midwestern two-year family therapy training program. Skill attainment was measured at various times during the supervision and training process by the trainee himself and from
Load more

Recommended publications
  • Designing a Scalable, Accessible, and Effective Mobile App Based Solution for Common Mental Health Problems
    International Journal of Human–Computer Interaction ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/hihc20 Designing a Scalable, Accessible, and Effective Mobile App Based Solution for Common Mental Health Problems Seung Wan Ha & Jusub Kim To cite this article: Seung Wan Ha & Jusub Kim (2020) Designing a Scalable, Accessible, and Effective Mobile App Based Solution for Common Mental Health Problems, International Journal of Human–Computer Interaction, 36:14, 1354-1367, DOI: 10.1080/10447318.2020.1750792 To link to this article: https://doi.org/10.1080/10447318.2020.1750792 Published online: 26 Apr 2020. Submit your article to this journal Article views: 399 View related articles View Crossmark data Citing articles: 2 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=hihc20 INTERNATIONAL JOURNAL OF HUMAN–COMPUTER INTERACTION 2020, VOL. 36, NO. 14, 1354–1367 https://doi.org/10.1080/10447318.2020.1750792 Designing a Scalable, Accessible, and Effective Mobile App Based Solution for Common Mental Health Problems Seung Wan Ha and Jusub Kim Department of Art & Technology, Sogang University, Seoul, Republic of Korea ABSTRACT The need for treatment of common mental health problems such as depression or anxiety has steadily increased. However, many people still do not receive effective and timely treatment due to the low availability, accessibility, and acceptability of traditional counseling. In this study, we developed a scalable, effective, and accessible app to address the problems that arise in traditional face-to-face counseling and to treat common psychological problems such as mild depression that people experi- ence in their daily lives.
    [Show full text]
  • Crisis Intervention in Child Abuse and Neglect
    Crisis Intervention in Child Abuse and Neglect U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families National Center on Child Abuse and Neglect This manual was developed and produced by Circle Solutions, Inc., McLean, VA, under subcontract No. S-105-89-1730 with Westover Consultants, Inc. iii CRISIS INTERVENTION TREATMENT APPROACHES AND TECHNIQUES INTRODUCTION The following sections on eclectic knowledge, staying focused, treatment approaches, and techniques explain how to work with families beyond the initial assessment phase. A team approach to crisis intervention is desirable because each team member can develop some expertise in one or more of the following theories and in the best techniques to be used with differing client populations and crisis situations. ECLECTIC KNOWLEDGE BASE No one crisis intervention method will work with all clients, or even all the time with any one client. There are many different family structures, compositions, and culturally related belief systems. The eclectic crisis worker tries to understand and respect these diversities in families. In this chapter, various interconnecting theories are mentioned as they relate to an eclectic practice base. Practitioners must be flexible and willing to use any theoretical approach or technique that will work to benefit and stabilize a family in crisis. Articles and books have been written about the efficacy of eclectic practice in working with families.50 Such a viewpoint is expressed by the following quote from Crisis Intervention Book 2: The Practitioner’s Sourcebook for Brief Therapy: “The crisis counselor’s basic task is to help clients change those affective (feeling), cognitive (thinking), and behavioral (doing) patterns that hinder effective value clarification and rule making and to encourage constructive communication and appropriate role behavior.
    [Show full text]
  • Differences in Team and Standard Approaches to Counselor Education
    University of the Pacific Scholarly Commons University of the Pacific Theses and Dissertations Graduate School 1965 Differences In Team And Standard Approaches To Counselor Education Patricia Baker Mallars University of the Pacific Follow this and additional works at: https://scholarlycommons.pacific.edu/uop_etds Part of the Education Commons Recommended Citation Mallars, Patricia Baker. (1965). Differences In Team And Standard Approaches To Counselor Education. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/2887 This Dissertation is brought to you for free and open access by the Graduate School at Scholarly Commons. It has been accepted for inclusion in University of the Pacific Theses and Dissertations by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. ' •. ~. .. ~ > DIFFERENCES IN rrJsAM AND STANDARD APPROACHES TO COUNSELOR EDUCATION A Thesis Presented to the Faculty of the School of Education University of the Pacific In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Patricia Baker Mallars ------j June 1965 l l j . :.. , This dissertation is approved for recommendation to the Graduate Council. Department Chairman or Dean: Dissertation Committee: Dated May, 1965 ------~-------------- ' -- _j ----i l ~ j TABLE OF CONTEN'rS CHAPTER PAGE I. THE PROBLEM; HYPOTHE:SES , AND DEFINITIONS OF TERrlfS . USED .... ~ .• • • • $ .. .. • • • • • • • • l Introduction • • •. • * 0 • • 0 • 0 Qo 0 • • 1 The Setting • " • • • 0: • • • 0 • • • • • • 2 The Problem • • • • • • • • •• • • • • • • 0 • • 2 Need for the study . ; . • • • • • • • 4 Hypotheses • . • • • • ·• . • • • • • • • • • .. • 5 Limitations of the study .. 0 • • ~ • • • • • 7 Def'ini tiona of Terms Us.ed • " . ,. " . • • • 10 Counseling interaction .. • • g 0 • • • • • • 11 Counselor education team approach • 0 • • 0 0 11 Standard counselor education approach • • • • 12 Self concept • • • • • • • • • • • • • • • • 12 Perception • • • • • • • " • • • 0 • • .
    [Show full text]
  • TIP 39: Substance Abuse Treatment and Family Therapy
    Substance Abuse Treatment And Family Therapy A Treatment Improvement Protocol TIP 39 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Substance Abuse and Mental Health Services Administration Center for Substance Abuse Treatment www.samhsa.gov FAMILY THERAPY Substance Abuse Treatment And Family Therapy This TIP, Substance Abuse Treatment and Family Therapy, addresses how substance abuse affects the entire family and how substance abuse treatment providers can use principles from family therapy to change the interactions among family members. The TIP provides basic information about family therapy for substance abuse treatment professionals, and basic information about substance abuse treatment for family therapists. The TIP presents the models, techniques, and principles of family therapy, with special attention to the stages of motivation as well as to treatment and recovery. Discussion also focuses on clinical decision making and training, supervision, cultural considerations, special populations, funding, and research. The TIP further identifies future directions for both reasearch and clinical practice. Collateral Products Based on TIP 39 Quick Guide for Clinicians Quick Guide for Administrators DHHS Publication No. (SMA) 05-4006 Printed 2004 Reprinted 2005 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Substance Abuse and Mental Health Services Administration Center for Substance Abuse Treatment Substance Abuse Treatment and Family Therapy TIP 39 FAMILY THERAPY Substance Abuse Treatment And Family Therapy Edward Kaufman, M.D. Consensus Panel Chair Marianne R.M. Yoshioka, M.S.W., Ph.D. Consensus Panel Co-Chair A Treatment Improvement Protocol TIP 39 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Substance Abuse and Mental Health Services Administration Center for Substance Abuse Treatment 1 Choke Cherry Road Rockville, MD 20857 Acknowledgments considered substitutes for individualized client care and treatment decisions.
    [Show full text]
  • The History and Traditions of Clinical Supervision
    1 THE HISTORY AND TRADITIONS OF CLINICAL SUPERVISION The traditional literature of counselling supervision seems to lack uncertainty and timidity. It is mostly written from the supervisor’s, or supervisor trainer’s perspective and seems to be full of models, structures, checklists and frameworks. It is not a humble or exploratory literature. —Jane Speedy (2000, p. 3) rom the early medical models of supervi- my own second opinions with regard to how they sion, such as the psychoanalytic models of fit with strengths-based supervision. Along the F learning while being analyzed, to the way, I offer that other component—the super- “study one, watch one, do one, teach one” visee’s point of view—as a vehicle to fill Jane method that medical schools have used, our early Speedy’s (2000) critique for a more holistic point models are still embedded in the supervision and of view. training models of our sisters and brothers in Long-time author and a leader in the field of medicine. Even our educational models that supervision, Janine Bernard (see, e.g., Bernard, teach concepts and then spend time pointing out 1981, 1989, 1992, 1997, 2004, 2005), retrospec- mistakes for remediation more than praising tively reviewed one of her earlier works with strengths are solidly in this camp. Linked to a George Leddick and noted that it was easy to hierarchical arrangement and aimed at problem- review the literature of professional supervision focused evaluation and change, our roots have back then, when compared to today (Leddick & mirrored those early modernist days. Miller, Bernard, 1980).
    [Show full text]
  • Multiple Impact Therapy : Evaluation and Design for Future Study
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1980 Multiple impact therapy : evaluation and design for future study Jacqueline H. Abikoff Portland State University Dennis C. Anderson Portland State University Patricia C. Bowman Portland State University Carolyn Crawford Caylor Portland State University Nancy W. Freeland Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds See next page for additional authors Part of the Psychoanalysis and Psychotherapy Commons, and the Social Work Commons Let us know how access to this document benefits ou.y Recommended Citation Abikoff, Jacqueline H.; Anderson, Dennis C.; Bowman, Patricia C.; Caylor, Carolyn Crawford; Freeland, Nancy W.; Godfrey, Jan A.; Graham, Marlene; Hall, Kelly Ann Mason; Hatzenbeler, Mary J.; Hedlund, Susan C.; Kast, Carol Lewis; Lansky, Gayle Matson; Lewis, Janet M.; Muldoon, Kathleen Patricia; Stoudt, Victoria A. G.; and Waage, Anita, "Multiple impact therapy : evaluation and design for future study" (1980). Dissertations and Theses. Paper 3461. https://doi.org/10.15760/etd.5345 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Author Jacqueline H. Abikoff, Dennis C. Anderson, Patricia C. Bowman, Carolyn Crawford Caylor, Nancy W. Freeland, Jan A. Godfrey, Marlene Graham, Kelly Ann Mason Hall, Mary J. Hatzenbeler, Susan C. Hedlund, Carol Lewis Kast, Gayle Matson Lansky, Janet M. Lewis, Kathleen Patricia Muldoon, Victoria A. G. Stoudt, and Anita Waage This thesis is available at PDXScholar: https://pdxscholar.library.pdx.edu/open_access_etds/3461 MULTIPLE IMPACT THERAPY: EVALUATION AND DESIGN FOR FUTURE STUDY by JACQUELINE H.
    [Show full text]
  • Infancy Through Adolescence a Decade of Family Research
    Title A Child's World: Infancy through Adolescence A Decade of Family Research & Action A Focus on Impacts: A Guide for Program Planners A Guide to Evaluating Asset‐Based Community Development: Lessons, Challenges, and Opportunities A Guide to Mapping and Mobilizing the Community Skills of Local Residents A Guide to Mapping and Mobilizing the Economic Capacities of Local Residents A Guide to Mapping Consumer Expenditures and Mobilizing Consumer Expenditure Capacities A Guide to Mapping Local Business Assets and Mobilizing Local Business Capacities A Guide to Psychotherapy With Gay Lesbian Clients A Manual for Writers of Term Papers, Theses, and Dissertations A Modern Introduction to the Family A Narrative Textbook of Psychoanalysis A Passion for Excellence: The Leadership Difference A Physician's Quest A Primer of Freudian Psychology ABEAR for Parents/ABEAR for Children Abuse in the Family: An Introduction Abused Boys Achievement Testing in the Early Grades: The Games Grown‐Ups Play Active Communication Adaptability and Communication in Marriage Adolescence Ninth Edition Adolescence, Continuity, Change, and Diversity Adolescent Boys of East London Adolescent Portraits: Identity, Relationships, and Challenges Adolescent Psychiatry Adolescent Rorschach Responses: Developmental Trends from Ten to Sixteen Years Adolescent Sexuality and Pregnancy Adolescents at Risk: Medical & Social Perspectives Adult Development & Aging Advances in Self‐Psychology African American Psychology Theory, Research, and Practice Aging, Social Inequality, and Public
    [Show full text]
  • Instructor's Manual for FAMILY THERAPY
    Instructor’s Manual for FAMILY THERAPY: AN OVERVIEW Ninth Edition ♦♦♦ Herbert Goldenberg, Ph. D. California State University, Los Angeles Steven M. Harris, Ph.D. Texas Tech University Prepared by Melissa O’Connor Copyright © 2017 Cengage Learning. All Rights Reserved. 1 TABLE OF CONTENTS COURSE SYLLABUS SKELETON 3 SECTION I Chapter Objectives, Group Discussion Questions, Glossary Terms Chapter 1 Adopting a Family Relationship Framework 5 Chapter 2 Family Development: Continuity and Change 9 Chapter 3 Diversity in Family Functioning 12 Chapter 4 Systems Theory and Systemic Thinking 15 Chapter 5 Origins and Growth of Family Therapy 19 Chapter 6 Professional Issues and Ethical Practices 23 Chapter 7 Psychodynamic Models 26 Chapter 8 Transgenerational Models 31 Chapter 9 Experiential Models 35 Chapter 10 The Structural Model 38 Chapter 11 Strategic Models 41 Chapter 12 Behavioral and Cognitive-Behavioral Models 46 Chapter 13 Social Construction Models I: Solution-Focused Therapy and Collaborative Therapy 50 Chapter 14 Social Construction Models II: Narrative Therapy 53 Chapter 15 Population-Based Family Treatments 56 Chapter 16 Evidence-Based Family Therapy 60 Chapter 17 Comparative View of Family Theories and Therapies 62 SECTION II Multiple Choice Questions, Key Words/Fill in the Blank, Essay Questions Chapter 1 64 Chapter 2 73 Chapter 3 81 Chapter 4 89 Chapter 5 98 Chapter 6 106 Chapter 7 115 Chapter 8 123 Chapter 9 131 Chapter 10 139 Chapter 11 148 Chapter 12 156 Chapter 13 164 Chapter 14 173 Chapter 15 181 Chapter 16 190 Chapter 17 199 FAMILY THERAPY TRAINING CENTERS 208 Copyright © 2017 Cengage Learning. All Rights Reserved.
    [Show full text]
  • Family Therapy Theory and Intervention
    AN EPISTEMOLOGICAL JOURNEY IN SEARCH OF REFLEXIVITY AND THE AUTHENTIC SELF: FAMILY THERAPY THEORY AND INTERVENTION BY SUSAN JOAN COOK SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR PHILOSOPHIAE IN SOCIAL WORK (D. PHIL) IN THE FACULTY OF HUMANITIES DEPARTMENT OF SOCIAL WORK AND CRIMINOLOGY UNIVERSITY OF PRETORIA PROMOTER: DR G.M. SPIES OCTOBER 2006 PRETORIA ACKNOWLEDGMENTS My appreciation and gratitude are extended to the following: • Family Life Centre, for granting permission for the research to be conducted. • The family therapy practitioners who participated in the study. • The University of Pretoria for the study bursary. • Dr G.M. Spies, for supervising the study and for the guidance, support and inspiration. • Germaine Moolman, for the thorough and efficient editing. • My family, husband Steve, son Justin and daughter Robyn for their encouragement and patience. • My colleagues and friends, for their interest and enthusiasm. • Barney the bulldog, for the lighter moments in life. SUMMARY TITLE: An epistemological journey in search of reflexivity and the authentic self: family therapy theory and intervention. CANDIDATE: Susan Joan Cook PROMOTER: Dr G. M. Spies DEPARTMENT: Social Work and Criminology DEGREE: Doctor Philosophiae (D. Phil) The study emanates from the need to explore the perceptions, opinions and experiences of family therapy practitioners with regard to the epistemological shifts in family therapy theory and intervention, reflecting team practice, and the development of the personal/professional self. The need arose as a result of the evolution of family therapy from first-order cybernetics to the postmodern theoretical environment and the potential impact of such a shift on the capacity for reflexivity and authenticity in practice for family therapy practitioners at Family Life Centre.
    [Show full text]
  • An Investigation of the Combined Effect of Agency Support and Professional Social Workers' Training on the Type of Family Th
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1977 An investigation of the combined effect of agency support and professional social workers' training on the type of family therapy practiced by agency-based social workers Betsy Marsh McCartor Portland State University Margaret Labby Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Family, Life Course, and Society Commons, and the Social Work Commons Let us know how access to this document benefits ou.y Recommended Citation McCartor, Betsy Marsh and Labby, Margaret, "An investigation of the combined effect of agency support and professional social workers' training on the type of family therapy practiced by agency-based social workers" (1977). Dissertations and Theses. Paper 1926. https://doi.org/10.15760/etd.1925 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN INVESTIGATION OF THE COMBINED EFFECT OF AGENCY SUPPORT AND PROFESSIONAL SOCIAL WORKERS' TRAINING ON THE TYPE OF FAMILY THERAPY PRACTICED BY AGENCY-BASED SOCIAL WORKERS by Betsy Marsh McCartor Margaret Labby .", A practicum submitted in partial fulfillment of the requirements for the degree of MASTER OF SOCIAL WORK Portland State University 1977 iii ACKNOWLEDGEMENTS ' We wish to express gratitude to our families for their support and encouragement in this practicum. To Dan Labby, and Megan, Scott and John McCartor" 'go our warmest thanks. Nancy Koroloff gave much time and help on our evaluation section, and Marian Ayerza encouraged our thinking and scholarship throughout many consultations with her.
    [Show full text]
  • Chapter 2 Family Therapy Theory and the Intervention Process
    CHAPTER 2 FAMILY THERAPY THEORY AND THE INTERVENTION PROCESS 2.1 INTRODUCTION Scientific theories define the boundaries of a discipline and provide parameters with regard to the subject matter and intervention process. In traditional theoretical approaches to intervention in human behaviour, primarily influenced by Freud, the individual and intrapsychic phenomena were the focus of study. Freud acknowledged the often powerful impact of family dynamics on the individual (e.g. the Oedipus complex) but nevertheless chose to focus intervention on intrapsychic conflicts rather than on family processes (Goldenberg & Goldenberg, 1996:6). While recognising the significance of individual internal processes and behaviour, the contemporary, broader view of human problems focuses on the family context in which behaviour occurs. According to Anderson (1999:1), the development of family therapy, although not a unified theory or practice, confronts the basic assumptions on which individual approaches were based. Such an interpersonal perspective suggests that human behaviour is part of complex, interactional and recursive patterns taking place within the family, and emphasises the nature and role of individuals within primary relationships (Goldenberg & Goldenberg, 1996:8). A specific paradigm (i.e. a point of view or philosophy that dominates scientific thinking) defines how a problem is viewed. However, unexplained problems stimulate scientific efforts to develop alternative perspectives and result in scientific revolution (Goldenberg & Goldenberg, 2000:11). According to Goldenberg and Goldenberg (1996:8) and Anderson (1999:2), just such a revolution occurred in the 1950s when 39 family therapy began. Family therapy represented a new way of conceptualising human problems and of understanding human behaviour, resulting in a paradigm shift.
    [Show full text]
  • Behavioral Changes of Participants in Family Group Consultation
    AN ABSTRACT OF THE THESIS OF Grace Irish for the Ed. D. in Guidance Date Thesis is Presented:July 21, 1966 Title: Behavioral Changes of Participants in Family Group Consultation Abstract Approved:Redacted for Privacy The study investigated the effect of family group consultation.Specific hypotheses to be examined were: 1. Family group consultation is productive in helping individuals move toward more effective behavior as measured by the increase in correlation between self sort and the ideal sort at the end of con- sultation. 2. An individual will have accomplished greater congruence between self and ideal self indicating the likelihood of more effective behav- ior after eight weeks of participation than after twelve weeks in family group consultation. 3.As family group consultation progresses the goals of the individual family members become more congruent with the goals of the counselors. The subjects included two groups, one of which was made up of families who had been referred to the counseling staff at Portland Center. Families who were having difficulties because of faulty communication were accepted. In all cases the identified reason for referral was an adolescent in the family who was having difficulty in school. Twenty persons participated in the experimental group. The comparison group was made up of family members who had sought help at two other agencies in the Portland metropolitan area. There were sixteen persons in this group. The counselors who were involved with the experimental group subjects were of similar academic background, with the emphasis in psychology and education. The staff members of the agencies where the comparison group was located, had had academic emphasis in psychology and had had clinical training.
    [Show full text]