Solution-Focused Marathon Sessions

Total Page:16

File Type:pdf, Size:1020Kb

Solution-Focused Marathon Sessions Nova Southeastern University NSUWorks CAHSS Faculty Articles Faculty Scholarship 3-2010 Solution-Focused Marathon Sessions Michael D. Reiter Nova Southeastern University, [email protected] Follow this and additional works at: https://nsuworks.nova.edu/shss_facarticles Part of the Arts and Humanities Commons, and the Social and Behavioral Sciences Commons NSUWorks Citation Reiter, M. D. (2010). Solution-Focused Marathon Sessions. Journal of Systemic Therapies, 29 (1), 33-49. https://doi.org/10.1521/jsyt.2010.29.1.33 This Article is brought to you for free and open access by the Faculty Scholarship at NSUWorks. It has been accepted for inclusion in CAHSS Faculty Articles by an authorized administrator of NSUWorks. For more information, please contact [email protected]. Solution-FocusedJournal of Systemic Therapies,Marathon Vol. 29, No. 1, 2010, pp. 33–49 33 SOLUTION-FOCUSED MARATHON SESSIONS MICHAEL D. REITER, PH.D. Nova Southeastern University Solution-focused therapy has been around for approximately 20 years. It has been used in a variety of contexts including schools, agencies, and private practice and with a wide range of clients including chil- dren, adolescents, couples, and families. The current article addresses how solution-focused therapy can be used in a marathon session for- mat. The paper addresses how solution-focused therapy makes sense, in some circumstances, being conducted in a marathon-session format. The article details how various aspects of solution-focused therapy are amenable to the unique context of marathon sessions and what some contraindications are for this format. A case example is provided to exemplify the benefits of this unique format. Solution-focused brief therapy (SFBT) has been around for over 20 years. Developed by Steve de Shazer, Insoo Kim Berg, and colleagues (de Shazer et al., 1986), it has been used in a variety of contexts including schools, agencies, and private practice and with a wide range of clients including children, adolescents, couples, and families. This approach attempts to shift client’s focus from what is not working and the problems of life to what has worked, and then build upon these strengths and resources to move toward solutions. This article addresses how solution-focused therapy can be used in an extended-time format. Solution-focused marathon sessions (SFMS) enable therapists and clients to engage in an extensive and intense interaction, allowing unique opportunities for a switch from a problem- focused story to solutions. The present article focuses on How are various aspects of solution-focused therapy, such as the miracle question, excep- tions, and the use of therapeutic letters used in SFMS? With the use of a case example, we hope to demonstrate this unique format. Nova Southeastern University, 3301 College Avenue, Fort Lauderdale-Davie, Florida 33314-7796. 33 34 Reiter SOLUTION-FOCUSED MARATHON SESSIONS Psychotherapy tends to be conducted in one hour blocks. Managed care companies have shifted from reimbursing for a 60-minute hourly session to 50 minutes or even 45 minutes. However, this timeframe for how long a therapist meets with a client is arbitrary. By maintaining a standard one-hour session, the therapy might be limited. Shapiro (2000) explained, “Discus- sion regarding the expansion of the time frame in treatment is important because clinicians lock into a certain time schema that may be uncreative and not optimally responsive to a patient’s problems” (p. 18). The author has developed a format of contacting clients that alters the time schema while continuing to use the standard principles of solution-focused therapy. This approach is used primarily with couples and families in crisis. Solution-focusd marathon sessions tend to last four hours. After an ini- tial joining stage, the therapist focuses on the clients’ concerns. Although solution-focused therapists may veer away from problem-talk or quickly shift to solution-talk, in SFMS more time is spent discussing each par- ticipant’s perspective. Since the clients that this format is most useful for are usually in crisis—a couple who are contemplating divorce and giving their marriage one last chance, or a family dealing with intergenerational conflict—this initial time is used in hearing and validating each person’s concerns. This segment of the SFMS usually lasts about 30 minutes to two hours, depending on how much previous open discussion occurred in the couple or family. Approximately halfway through the session, the miracle question is asked. Before the clients provide answers to the miracle question, a break of about 10–15 minutes occurs. (The break might be longer if used for a lunch or dinner break.) After the break, the SFMS shifts into the details of the miracle picture. This part of the session usually lasts approximately 30 minutes to one hour as the miracle is broken down into small goals. The next 30 minutes to one hour are spent fleshing out the exceptions to their miracle picture. The last ten minutes of the session are used to present a task, usually the First Session Formula Task (FSFT). Approximately three days after the SFMS, the therapist sends the couple a therapeutic letter, detailing what occurred during the session as well as comments and ques- tions designed as interventions. Subsequent marathon sessions, if there are any, are used to discuss fol- low-up from the first session as well as highlighting the outcomes of the Solution-Focused Marathon 35 FSFT, the components of the miracle, as well as other exceptions. The subsequent sessions might also be used as a forum for participants to con- tinue to discuss areas of concern they have that might not have been brought up in the first marathon session or areas that seem not to be progressing. SFBT COUPLES THERAPY SFMS tend to be used primarily with couples, especially those who are con- templating separation or ending their relationship. SFBT is very appropri- ate for work with couples, even high conflict couples, as it helps the two individuals to focus on what they want out of their relationship. It can be used for premarital counseling (Murray & Murray, 2004), couples groups (Nelson & Kelly, 2001), divorce prevention (Weiner-Davis, 1992) or for any other type of couple issue. The Divorce Busting® work of Michele Weiner-Davis might be the most famous application of solution-oriented work with couples. Her work includes an average of four to six sessions designed for each partner to focus on what is working in the relationship and doing more of that. Her focus is on keeping the couple together so that they do not divorce. One of the primary differences, besides length of ses- sions, of the current application of SFMS and Weiner-Davis’ work is that SFMS is not focused on keeping the couple from divorcing, dissolving the relationship. In fact SFMS might also be used to help couples to end their relationship in a productive fashion, particularly if they have children to- gether. However, attempting to prevent divorce can fit nicely within a SFMS format. Hoyt and Berg (2000) explained the relationship between the problems that couples have and how SFBT can be useful to them: “A ‘problem’ arises and a couple seeks therapy (intervention) when the partners view their situ- ation in such a way that they do not have access to what is needed to achieve what they consider reasonable satisfaction” (p. 144). In work with couples, as well as for individuals and families, the same three general rules of SFBT hold. First, if it is not working, do something different. Second, if it isn’t broke, don’t fix it. Third, once you know what works, do more of it. These rules do not need to be overtly explained, but will demonstrate themselves in therapy. For the first SFMS, the conversation starts around finding out about the first rule, what has not been working for the client(s). When working with 36 Reiter couples and families during marathon sessions, this portion of the session allows each individual to feel heard by not only the therapist, but hope- fully the spouse and/or other family members. During this in-depth dis- cussion of what is not working, the therapist begins to explore what is working—what is not problematic—in the client’s life. This addresses the second rule about not changing patterns that are working. After the break in the SFMS, the therapist then focuses the clients around issues of the third rule; finding the exceptions to their complaints and then trying to find out how the client may start engaging in more exception times. For subsequent SFMS, time is mainly spent on rules two and three, where conversation centers on what clients have done differently and for those behaviors that are working for them, how they can do more. However, time may be also spent in further exploring aspects of their lives that are still not working and moving the conversation toward exceptions. One of the biggest deviations of a SFMS from a typical SFBT session is the extra focus on problem-talk. Having a future focus is a key for these clients, as the past will probably be mired in complaints. However, many couples come to therapy as a last resort and have many built-up frustra- tions and complaints they would like to vent. The goals of SFBT focus on what clients want to have happen in their future. Often, with high conflict couples and families, people have built up a wall because they have not received the acknowledgement of their concerns. Allowing a significant space in a solution-focused therapy session allows this process to occur. THERAPEUTIC LETTERS Bacigalupe (2003) explained, “Brief therapy demands that therapists focus on creating a context for change in every interaction with their cli- ents” (p.
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]