No description available.

Family therapy educators are currently challenged to teach their students in ways that facilitate competencies, but that are also meaningful to students. In this qualitative study, which serves as the second article of this dissertation, twelve award-winning family therapy educators were interviewed about how they facilitate educational practices that family therapy students have defined as meaningful to them. A thematic analysis of the interviews revealed seven primary themes: 1) relationship building, 2) attending to student development, 3) relevance, 4) actively engaging students in the process, 5) enthusiasm and curiosity, 6) providing and receiving honest feedback, and 7) transparency. The implications of these findings are discussed to support meaningful family therapy teaching practices as well as to offer specific suggestions for how family therapy educators can more deeply engage with their students. / Ph. D. / This dissertation consists of two manuscripts. The first manuscript outlines the current state of research in the topic area of family therapy education. After reviewing thirteen studies from the past twenty-seven years, I provide a summary of trends and findings within this area of research. In addition, I review and critique the various methods that have elicited such findings. Finally, I hypothesize about why this area of research is suffering in quality and quanitity and provide recommendations for how future research on this topic could be conducted. For the second manuscript, I interviewed award-winning family therapy educators about their teaching methods. I asked them how to facilitate meaningful learning experiences for students so that current and future instructors could strengthen their own teaching. I use the findings from these interviews to provide the following recommendations: 1) get to know students personally, 2) recognize education as a developmental process, 3) make topics and examples relevant to students, 4) learn with, but also from studentsm 5) use student-led presentations sparingly or not at all, 6) be open to giving and receiving honest feedback, and 7) share enthusiasm. I also list implications and directions for future research related to how to teach family therapy in meaningful ways.

Genograms are a widely used tool, well grounded in systemic theory. However the claims made in the literature regarding the therapeutic use and effects of the genogram have not been empirically explored or verified. This study therefore aimed to examine the extent to which the use and effects of genograms in clinical practice reflect the claims made in the literature. This study asked: what therapeutic tasks the genogram is used for, the specific pathways the genogram facilitates those tasks, and the mechanisms salient to the genogram that adds to clinical practice. Ten qualified Family Therapists participated in semi-structured interviews discussing their experiences. A Thematic Analysis was conducted. Five themes were identified: therapist-family joining; systemic exploration; therapist hypothesizing; family perturbation through cognitive change; family perturbation through experiential and behaviour change. This study found that genograms were used in some of the ways described in the literature: engagement, information gathering, hypothesizing and intervention aimed at cognitive change. The usefulness of the genogram was found to extend beyond ‘engagement’ and ‘information gathering’ to ‘therapist-family joining’ and ‘systemic exploration’ respectively. However, this study did not find the genogram was used to explore emotions, nor as an intervention aimed directly at behaviour change; instead, change at the experiential level was reported. The pathways the genogram facilitates therapeutic tasks are delineated, as are the mechanisms salient to the genogram that adds to clinical practice. Recommendations for further research were made. This included repeating this study with therapists from different training backgrounds, as well as undertaking a quantitative study examining genogram outcomes in terms of a measurable change in presenting problems.

Self-disclosure and storytelling have been part of Adlerian family therapy and counseling since Adler's public work with families and educators in Austria. The benefits of both—as well as the cautions for use—have been well documented in the literature. Still, those who are recently trained and/or new to the profession often seem reluctant to engage clients in the kind of human, person-to-person (and person-revealing) conversations that let clients know they are not alone in the world and that encourage them to be imperfectly human. The use of self-disclosure and storytelling occurs less in training programs that put a premium on "taking a professional stance" and with practicum/internship students who are still unsure of how to use themselves in the therapeutic process. The authors describe the purposes and constructions of effective self-disclosure and storytelling in Adlerian family therapy and suggest guidelines for therapeutic decision-making and use.

No description available.

Agricultural land ownership, tenure and access in South Africa are historically determined along racial lines. Reactions to this untenable problem are becoming increasingly volatile. More than two decades into South Africa’s constitutional democracy, little has changed to empower the previously disadvantaged majority of South Africans in this regard. The resentment about this institutionalised discrimination and poverty is growing in the wake of government’s failures to meaningfully address the situation. For many Black South Africans, this remains a symbol of their dehumanisation by the previous racist government and its supporting voters. I am a sixth generation land owner of a small-scale farming operation in the arid North West Province of South Africa. This research represents my efforts in searching for ways of creating a more equal and just relationship with my Tswana co-worker in terms of his access and tenure of land. In the final instance, this work would hopefully be of value to farmers and their labourers in similar contexts. I engaged a narrative enquiry based on social constructionism, employing postfoundational practical theology as interpreted and developed by Műller in his 7-steps to participate in this action research. Auto-ethnography and fictional research writing enabled me to problematise a dominant narrative that has become increasingly one-dimensional. According to this narrative, Whites stole the land at gunpoint or through trickery. Political leaders with varying agendas are prone to abusing this version of our past to the advancement of their self-enrichment and patronage networks. My methodology of choice offered the opportunity to establish a non-dominant narrative, using the particulars of this context to create a preferred outcome. I created a revisionist understanding of ubuntu as ‘right action’, which is helpful in securing Joba’s access and tenure to the land. Current affairs in terms of State Capture and other narratives that are dynamically related to this course of events, thicken the plot to such an extent that it causes strain between ubuntu and land reform. I engaged mindfulness as my chosen spirituality to create harmony rather than competition between land and ubuntu. Subsequently, it seems that Joba and my working partnership can be beneficial for both of us and also for other land owners and their co-labourers, particularly, when operated as a share scheme. / Thesis (PhD)-University of Pretoria, 2018. / Practical Theology / PhD / Unrestricted

No / Tom Andersen's Reflecting Team approach is widely (and creatively) employed in family therapy. Despite continuing enthusiasm for the practice, however, there are few journal articles reporting empirical research and only one (now dated) review of the literature. After defining reflecting team processes through practices that are embedded in particular approaches to knowledge construction and theoretical interpretation, we offer an overview of the empirical research found in our search of the literature. In the second half of this article we ask why there is so little existing research in this area. Various possible explanations are explored and future directions proposed. We conclude that a dialogue around the complex interweaving of practice, theory and research (that is, praxis) would be a helpful overall stance to adopt in relation to future work in this area.

This study compared the differences in treatment length, cost, cost effectiveness, dropout, and recidivism between a biomedical, talk therapy, and a collaborative mental health model for outpatient psychotherapy insurance claims. A biomedical model was the most cost effective with fewer sessions, but had a significantly higher dropout rate. Collaborative care had the least dropout, but also had higher costs and recidivism rates. Within collaborative care, differences between modality type, diagnosis, and provider type combinations were also examined. Within collaborative models, mixed modes of therapy had the lowest dropout, but at significantly higher costs and recidivism rates. Family therapy had the lowest recidivism and cost, with the highest dropout rate. In terms of specific problems, eating disorders had significantly more sessions and were significantly less cost-effective than any other diagnoses, followed by mood disorders. Relational disorders had the fewest sessions, best cost-effectiveness, and lowest recidivism rates. Finally, the MD/MFT provider type combination had the lowest dropout and recidivism rates, with the lowest cost, and a significantly better cost effectiveness than the MD/psychologist combination. The MD/psychologist combination had a significantly higher recidivism rate, and the MD/MSW combination had the highest dropout. No significant differences were found for any RN/talk therapy combination. Implications of the findings are discussed, along with limitations and future directions for research.

Text in Afrikaans / The development of the person of the therapist is increasingly being highlighted in systemic therapeutic training. This emphasis on the person of the therapist can be traced back to the rise of constructivism. Constructivism represents the viewpoint that reality is created rather than discovered. As a result the therapist's contribution to the therapeutic process is considered cardinal. The personal style of the therapist is once more placed under the limelight. Exactly how this variable must be handled to ensure optimal efficiency is still unclear. Suggestions in this regard are mostly related to some therapeutic model. The objective of this study, on the contrary, is to determine the value of a more general approach. A procedure developed by the University of South Africa, accentuating the person of the therapist, has been evaluated. / Opleiding in sistemiese terapie word al hoe meer gekenmerk deur die ontwikkeling van die persoon van die terapeut. Die beklemtoning van die persoon van die terapeut kan veral na die opkoms van die onstruktivisme teruggevoer word. Hierdie denkrigting verteenwoordig die standpunt dat die werklikheid eerder geskep as ontdek word. Gevolglik word die terapeut se bydrae tot die terapeutiese proses as van deurslaggewend beskou. Die persoonlike styl van die terapeut word dus opnuut onder die soeklig geplaas. Hoedat hierdie veranderlike egter hanteer moet word om optimale effektiwiteit te verseker, is egter nie duidelik nie. Meeste voorstelle hou direk verband met een of ander terapeutiese model. Met hierdie studie is daar egter gepoog om die waarde van 'n meer algemene benadering te peil. 'n Prosedure wat met verloop van tyd aan die Universiteit van Suid-Afrika ontwikkel is, is gevolglik verder - en wei vanuit die gesigshoek van die terapeut - ondersoek. / M.A. (Voorligtingsielkunde)

Despite wide agreement in the systemic field that therapists should take a non-blaming stance, historically there has been little exploration of how this stance is achieved in practice. The difficulty in knowing how to put ‘non-blaming’ into practice is further heightened by competing models of intervention with families affected by psychosis. This study contributes to a body of literature that is concerned with how complex issues of morality are achieved dialogically by considering how family therapists manage the tension of intervening to promote change whilst maintaining a multi-partial, non-blaming stance. Two therapies carried out with families affected by psychosis are analysed using the methods of Conversation Analysis (CA) and Membership Categorization Analysis (MCA). In both therapies the sequences examined are drawn from the second session of therapy where explicit blaming events occur. By examining blaming events chronologically through the course of a session the study shows how the rules about the way blame is talked about are achieved interactionally. The analysis demonstrates that systemic theory’s emphasis on the importance of being non-blaming is grounded in a sophisticated understanding of the threat blame poses to co-operation and agreement. In both therapies, the delicacy and ambiguity with which blame is treated serves to enable the conversation to continue without withdrawal. However the cost of ambiguity is a possible misunderstanding of the intent of the speaker. The resulting misalignment, where it continues over several turns and sequences, leads to explicit blame becoming relevant as a solution to a redundant pattern of interaction. The findings indicate that the management of blame requires both the exploration of blame and its interruption when emotions and conflict run high. The former enables understanding and movement towards therapeutic goals while the latter is necessary to promote therapeutic and family alliances. An unintended consequence of the injunction to be non- blaming might be the premature closing down of topics, militating against problem resolution. The study concludes that CA and MCA offer a wealth of knowledge about mundane conversational practices that can be applied fruitfully to systemic therapy process research, teaching and supervision.