Models Of Family Therapy

The Essential Guide

William A. Griffin, Shannon M. Greene

• Publisher: Routledge
• Year: 2013
• eBook ISBN: 9781135889197
• Topic: Psychology
• Subtopic: Mental Health in Psychology
• Index: Psychology

Models of Family Therapy provides an overview of established family therapy models. All classification schemes of family therapy models must reduce ideological complexity, ignore overlap, and generalize for the purposes of category inclusion and exclusion. Nonetheless, orientation differences do exist and the authors make these differences clear by placing ideas and methods into categories. To facilitate learning how the dimensions of each model fit with other models, this book enhances comparability by using the same general outline in all chapters. In these outlines, the critical components of each model are broken down into a few core assumptions, terms, techniques, and methods. These critical components are summarized consistent with their description in the original publications. Some of these models include structural, strategic, behavioral, psychoeducational, and experiential therapy.
Because of the style of presentation, this book can be useful as a primary text or supplement in a marriage and family therapy course. In addition, graduate students and professionals can benefit from this guidebook in order to prepare for any state or national examination on marriage and family therapy.

PART

I

AHISTORICAL MODELS

1

CHAPTER

Family Therapy Models: Structure and Rationale

This book provides an overview of established family therapy models. The guiding principle is What are the critical components in each of the most prominent family therapy models? In this text, critical component refers to information about a model that is essential to be conversant and literate. To obtain these components we distill each model down to a few core assumptions, terms, techniques, and methods.

Using a typology of family therapy models developed by Levant (1984) and modified by Griffin (1993), we put each model into one of three classifications: Ahistorical, Historical, or Experiential. Each classification represents a general orientation toward ameliorating the problem. Models within the Ahistorical classification attempt to remove the presenting problem by altering family interaction patterns. Advocates of this orientation assume that current interaction processes may be unrelated to the etiology of the presenting problem but certainly contribute to its maintenance. In general, the goal of therapy is to remove the presenting problem by changing attribution or behavioral patterns.

Historical models have a different set of characteristics. Each has psychoanalytic roots. Therapy tends to be longer and the therapist is generally less active in the session than in either of the other two classifications. Also important is individual growth and individuation within the family.

Experiential models are characterized by an emphasis on growth, experiencing and monitoring internal processes, and the development of self within the context of the family. In addition, therapists are encouraged to share their internal processes in response to the session. Additional information about the classifications is in Griffin (1993).

Any classification scheme of family therapy models must necessarily reduce ideological complexity, ignore overlap, and generalize for the purposes of category inclusion and exclusion. Nonetheless, orientation differences do exist, and it is usually helpful for the student or novice trainee to learn new material by placing ideas and methods into categories. To facilitate learning how the dimensions of each model “fit” with other models we have tried to enhance comparability by using the same general outline in all chapters. Each subsection within the outline is intended to answer the basic questions often asked by students and professionals new to family therapy. The outline format follows.

Overview

Basic Summary

• This section of each chapter provides a one or two paragraph statement conveying the general model. Each Basic Summary section has four parts: Theory, Therapy, Therapist, and Training. Each section has several bullets explicating the assumptions in this topic area for this model.

Origin and Evolution

• We address how the model arose conceptually and historically. For some models, we also chronicle its intellectual genesis. For example, where pertinent, we attempt to briefly address (1) theoretical origins (e.g., single versus multiple influences and novel thought versus reaction to existing ideas); (2) geographical beginnings; (3) original contributors; and (4) theory evolution (e.g., changes in basic premises and application, current application form).

Key Terms

• We define the terms typically associated with the model. Where relevant, we address how the term reflects or exemplifies the theoretical orientation.

Key Techniques

• Here we describe the techniques needed within the model to implement client change. Where relevant, we discuss how the technique is an extension of the theory.

Basic Tenets

How Do Problems Arise?

Here the question is, according to the model, what produces the presenting problem? Within the general answer, several additional questions are asked: What does the presenting problem reflect? What is the assumed connection between etiology and the presenting problem? What is the assumed functionality between the presenting problem and the system? If a function is assumed, how is it assessed (e.g., behavioral interactions, therapist sagacity)?

How Do Problems Persist?

Extending the prior section, this section addresses what the model posits as the conditions or behaviors that maintain the problem. Depending on the model, the techniques used in the model may be associated with the assumed etiological agent or the conditions assumed to be maintaining the problem.

What Is the Objective of Treatment?

This section addresses what the model assumes to be the goal of therapy. Depending on the model, this can range from clear behavioral change demanding removal of the presenting problem to an experiential change of oneself and its consequential alterations of interactions with others.

What Produces Change?

This section addresses what within the system must be altered in order for therapy to be successful. Some models require a change in the microsocial interactions of family members, while others require that only one person change self-perception or attribution.

How Does Change Occur?

Here we identify the mechanism necessary to induce the change discussed in the prior section. That is, what must happen in-or out-of-session that alters the system sufficiently for therapy to be successful?

How Does Treatment Proceed?

Here we briefly outline the progression of therapy in this model. The outline provided in this section is very general and is only representative of the model with a n...

Table of contents

• Cover Page
• Halftitle Page
• Title Page
• Copyright Page
• Table of Contents
• Preface
• Acknowledgments
• PART I AHISTORICAL MODELS
• PART II HISTORICAL MODELS
• PART III EXPERIENTIAL MODEL
• References
• Additional Suggested Reading
• Index