Made available in DSpace on 2016-04-28T20:39:22Z (GMT). No. of bitstreams: 1 PCL - Carla Teresinha Cramer.pdf: 665580 bytes, checksum: f669cfe1b24806a78f128139ad2108d3 (MD5) Previous issue date: 2006-10-25 / Family Therapy as a field of work has undergone diverse changes over its 50 years of existence, in relation both to the body of theories it comprises and the process entailed until it effectively evolved into a family-oriented therapy. Until the late twentieth century, during the 80s, the most common approaches in that area were intervention-based and those supported by modern paradigms, which employed the application of theories as a tool and the acquisition of techniques. The therapist would take on the role of a specialist. It was finally considered a dialogic activity when Second-Order Cybernetics, Social Constructivism and Constructionism concepts were brought into the therapy as such, and the therapist became the focal point of the subject at hand. Contributions made by scholars of Gender and Culture emphasise the importance of self-reflection, which should be practiced by the therapist to assure that his or her own life experiences, past or present, do not have a negative influence when counselling their patient-clients. The purpose of this study was to understand how the therapist s life experience acquired within the environment of his or her family of origin could influence their family counselling practice. The case study method was employed. The tools used to obtain relevant material were semi-structured interviews and genogram assessment of the mental health professional. Information yielded was analysed and divided into the following body of themes: Parentality, Conjugality, Fraternal Relationships, Gender and Culture. Another significant finding from this study is the current challenge posed by this field, e.g. the integration of different concepts originating from diverse approaches that comprise what is known as Family Therapy / O campo da Terapia Familiar, em seus pouco mais de 50 anos de existência, passou por várias modificações em seu corpo teórico e no processo envolvido em tornar-se um terapeuta de famílias. As abordagens que dominavam o campo até os anos 80 do século XX eram intervencionistas e embasadas em paradigmas modernos; voltavam-se à instrumentalização e à aquisição de técnicas. Ao terapeuta, cabia o papel de especialista. Com a incorporação dos conceitos provenientes da Cibernética de 2ª Ordem, do Construtivismo e do Construcionismo Social, a terapia passou a ser considerada uma atividade dialógica, e a pessoa do terapeuta tornou-se alvo de atenção nessa disciplina. Os aportes efetuados por estudiosos de Gênero e Cultura reforçaram a importância do terapeuta desenvolver auto-reflexividade, a fim de que conteúdos de sua história de vida, passada e presente, não venham a repercutir negativamente no atendimento prestado a seus clientes. O objetivo da presente pesquisa consistiu em compreender de que modo as experiências que o terapeuta vivenciou em sua família de origem fazem-se presentes em sua prática clínica atual com famílias. O método escolhido baseou-se em um estudo de caso. Os instrumentos utilizados para a obtenção de material relevante foram a entrevista semi-estruturada e o levantamento do genograma do profissional. As informações obtidas foram analisadas e vieram a compor os seguintes eixos temáticos: Parentalidade, Conjugalidade, Relações Fraternas, Gênero e Cultura. Outro achado significativo e proveniente dessa pesquisa refere-se ao desafio atual e presente no campo que é a integração dos diversos conceitos oriundos das diferentes abordagens que compõem o que se denomina Terapia Familiar

Vårt syfte med den här studien var att undersöka hur föräldrar till barn som diagnosticerats med autismspektrumtillstånd (AST) upplevde kontakten med och stödet från kommunens familjebehandlare, en insats som tillhandahålls av socialtjänsten och ofta utförs av socionomer. Vi ville undersöka hur föräldrar har upplevt familjebehandlarnas bemötande, om de fick konstruktiv hjälp samt om familjebehandlarna har haft kunskaper om autismspektrumtillstånd. Vi har haft en kvalitativ ansats och genomfört semistrukturerade intervjuer. De transkriberade intervjuerna har tolkats med teman baserade på den teoretiska ramen som består av begreppet allians och stödteori. I studiens resultatdel framkommer det att föräldrarna har haft positiva upplevelser i mötet med familjebehandlarna. De flesta har fått konstruktiv hjälp av familjebehandlarna som varit insatta i autismspektrumtillstånd samt upplevt att de har fått ett gott bemötande. Resultatet visar på vilka faktorer som påverkar för att en kontakt med familjebehandlare ska upplevas som positiv. / Our aim with this study was to explore how parents of children diagnosed within the autism spectrum disorder (ASD) experienced the contact and support from the municipalities family therapist, an initiative provided by the social services and often executed by social workers. We wanted to investigate how parents experienced treatment from the family therapist, if they received constructive help and whether the family therapist had knowledge of the ASD. We have had a qualitative approach and conducted semi-structured interviews. The transcribed interviews have been interpreted with themes based on the theoretical framework that consists of the concept of alliance and support theory. Our result shows that the informants have had positive experiences in the meeting with family therapists. Most have received constructive help from family therapists who had knowledge about ASD and feel they have received good treatment. The result shows which factors contributed to a positive experience.

This research study was designed to record and consider lived experiences from marriage and family therapists (MFTs) who have experience with mindfulness as a form of selfcare in sustaining productive professional practices. The primary focus of this project was to understand, through interviews, reports from marriage and family therapists about how they utilize such mindfulness as a form of self-care for their professional practice. This research study has sought insight into whether mindfulness self-care could be helpful in maintaining effective resiliency in professional practice. I used a phenomenological approach, specifically Interpretive Phenomenological Analysis (IPA) interviewing, to gather reports from participants who identify with practicing mindfulness self-care. This study inquired, among various indicators, about whether or not, in their experience, a select group of family therapists’ professional practice is different, and in what way, when they use mindfulness self-care. This research study has elicited lived experience accounts in interviews to inquire whether these accounts can suggest any benefits, personal or professional, from strategies of mindfulness self-care. In addition to statements that specify benefits these family therapists found for themselves, such as enhanced gratitude for the unique positive qualities in their personal lives, they also indicated a circular benefit in that they were able to better handle the stressors of professional practice and even teach the mindfulness self-care practices that worked for themselves to their clients. These benefits of mindfulness self-care in their professional practice further enhanced their understanding that mindfulness self-care helped fulfill them in their personal lives

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. Family Life Centre provides training for staff members, sessional workers and students (social work and psychology) who have an interest in the practice of family therapy. In the past however, such training has focused more on the experiential dimension, specifically within the context of reflecting team practice. Theoretical training has been inadequate, with practitioners’ knowledge typically gained from under- and post-graduate studies. Knowledge of family therapy theory in terms of approach and extent is varied. While the diverse theoretical backgrounds of counsellors at Family Life Centre adds texture and depth to the practice of family therapy, the possibility of confusion exists, and may create a lack of confidence and authenticity in practice. Family therapy practice at Family Life Centre leans towards a postmodern paradigm, although eclecticism is valued. The multiplicity of approaches to family therapy necessitates an awareness of one’s chosen paradigm, and understanding of the potential impact of the self of the family therapy practitioner upon the therapeutic encounter with a client family. A theory or theories that represent a personal embodiment for the practitioner are more likely to be experienced as authentic to the self of that practitioner and thus impact positively on the development of the therapeutic relationship with the client family. The significance of this therapeutic relationship with regard to healing is well documented in the literature. The capacity of the practitioner for reflexivity regarding the development of the personal and professional self is both essential and ongoing, a journey that should never end. An exploratory design was used to explore the impact of epistemological shifts and reflecting team practice on the development of the personal and professional self of the family therapy practitioner. Exploratory designs are used when the phenomenon is little known. The study can be seen as applied research, aimed at extending the knowledge of human behaviour relating to intervention in the field of family therapy. In order to achieve insight into the perceptions, opinions and experiences of family therapy practitioners, an interview schedule was used to collect the relevant data which was then analysed and from which conclusions were drawn. From the conclusions it is apparent that family therapy practitioners are not always clear on the difference between the modern and postmodern paradigms, although they are certain of the approach they use in practice. It is evident that the approach used is not necessarily ‘chosen’ and that many respondents are actively engaged in contemplating their own professional development. The experience of reflecting team practice in family therapy is seen as extremely valuable to the respondents in terms of the opportunity for learning on a number of levels, including theoretical awareness, skills development and self-awareness. However, reflecting team involvement seems to evoke anxiety for many of the respondents, relating to issues such as evaluation, team composition, power dynamics, fit with the self, as well as the fit for different client families. The development of the personal and professional self is seen as both essential and ongoing, highlighting the necessity of this crucial task in the complex arena of family therapy practice. / Thesis (PhD (Social Work))--University of Pretoria, 2007. / Social Work and Criminology / PhD / unrestricted

This thesis explores the concept of family engagement in education and school-based rehabilitation services and contributes to practice and policy implications. / In pediatric occupational therapy, family-centered service is an essential part of practice. Working with families, occupational therapists facilitate capacity-building to enable parents to participate in their child’s occupational therapy services and make informed choices to best support their child. Family engagement can be particularly challenging in the school-based context, but without this engagement, services are at risk of being less meaningful and impactful for children. In this thesis, I explore the unique nature of the educational context, contribute to the conceptual development of ‘family engagement’, provide an in-depth analysis of family engagement in school-based occupational therapy, and generate stakeholder-informed solutions for occupational therapy practice. The first manuscript depicts a concept analysis that critically analyzes the concept of family engagement as discussed in the education literature. I suggest implications for professionals working with families and children in educational settings, including a proposed definition to contribute to further concept development. In the second manuscript, I present a qualitative description study exploring occupational therapists’ experiences on the development of family-therapist relationships using the Partnering for Change service delivery model. Through analysis of the data, I identify several factors influencing family-therapist relationships and recommend strategies to improve relationship-building. In the last study, I present an interpretive description study exploring family engagement in school-based occupational therapy services from the perspectives of both occupational therapists and families. Based on the findings, I recommend service transformation to improve family engagement, and to increase the value of these services for children and their families. Specific strategies for therapists, organizations, schools, regulatory colleges, and professional practice groups are outlined in this thesis to facilitate family engagement in school-based occupational therapy practice. Ensuring families are able to engage in services may lead to more individualized and impactful services in the school setting. / Thesis / Doctor of Philosophy (PhD) / Pediatric occupational therapists aim to partner with the family in all aspects of a child’s service. However, this is difficult for school-based occupational therapists. Families are not typically present at the school when therapists provide services for children, making it difficult to build relationships. This thesis explores factors that impact on how families are able to engage in the school-setting, and on how to provide families with better support. The first study examines how families engage in children’s education, and what this means for school-based therapists. The second study explores therapists’ views of what influences family-therapist relationships in a school-based service delivery model called Partnering for Change. The final study explores family engagement in school-based occupational therapy from the perspective of both families and therapists. Findings from all three studies contribute to a better understanding of what family engagement means in the school-setting, and how to build stronger family-therapist relationships in school-based occupational therapy services.

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