Pub Date : 2021-06-08DOI: 10.1080/2692398X.2021.1936878
Megan Ferriby Ferber, K. Heiden-Rootes, Dixie Meyer, Max Zubatsky, Andrea K. Wittenborn
ABSTRACT The purpose of this study was to examine the experiences of students enrolled in COAMFTE-accredited Couple and Family Therapy programs who transitioned to telehealth and telesupervision during the COVID-19 pandemic. Using Likert scales and free response prompts, 77 graduate students provided insight into how their academic programs and external internships prepared them for the transition. Results indicated webinars, articles, and additional supervision were the most frequently used training methods. Many participants reported feeling supported by their academic program and external internship supervisors, particularly through well-being check-ins, candid and open discussion, and increased availability of supervisors. A smaller proportion of participants experienced a lack of communication from leadership, leading to feelings of disorganization and isolation. These results highlight specific ways supervisors and instructors can support students in times of transition and crisis. Recommendations regarding communication with students and engagement of interns for academic programs and external internship sites are provided.
{"title":"Couple and Family Therapy Students’ Experience of Transitioning to Teletherapy and Telesupervision in the Wake of the COVID-19 Pandemic","authors":"Megan Ferriby Ferber, K. Heiden-Rootes, Dixie Meyer, Max Zubatsky, Andrea K. Wittenborn","doi":"10.1080/2692398X.2021.1936878","DOIUrl":"https://doi.org/10.1080/2692398X.2021.1936878","url":null,"abstract":"ABSTRACT The purpose of this study was to examine the experiences of students enrolled in COAMFTE-accredited Couple and Family Therapy programs who transitioned to telehealth and telesupervision during the COVID-19 pandemic. Using Likert scales and free response prompts, 77 graduate students provided insight into how their academic programs and external internships prepared them for the transition. Results indicated webinars, articles, and additional supervision were the most frequently used training methods. Many participants reported feeling supported by their academic program and external internship supervisors, particularly through well-being check-ins, candid and open discussion, and increased availability of supervisors. A smaller proportion of participants experienced a lack of communication from leadership, leading to feelings of disorganization and isolation. These results highlight specific ways supervisors and instructors can support students in times of transition and crisis. Recommendations regarding communication with students and engagement of interns for academic programs and external internship sites are provided.","PeriodicalId":29822,"journal":{"name":"International Journal of Systemic Therapy","volume":"32 1","pages":"194 - 218"},"PeriodicalIF":0.5,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2692398X.2021.1936878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41792500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-20DOI: 10.1080/2692398X.2021.1906619
K. Hertlein
ABSTRACT Technology has fundamentally shaped the way we communicate with acquaintances, family members, and romantic partners. Digital technologies permit us to be accessed (and access others) at any time, through a variety of electronic means irrespective of geography. The purpose of this article is link factors germane to technology to explain why they fuel intimate partner violence. This article outlines key characteristics of behaviors associated with intimate partner violence, outlines the specific functions of technology that exacerbate these symptoms, and introduces guidelines for training and treatment.
{"title":"The Weaponized Web: How Internet Technologies Fuel Intimate Partner Violence","authors":"K. Hertlein","doi":"10.1080/2692398X.2021.1906619","DOIUrl":"https://doi.org/10.1080/2692398X.2021.1906619","url":null,"abstract":"ABSTRACT Technology has fundamentally shaped the way we communicate with acquaintances, family members, and romantic partners. Digital technologies permit us to be accessed (and access others) at any time, through a variety of electronic means irrespective of geography. The purpose of this article is link factors germane to technology to explain why they fuel intimate partner violence. This article outlines key characteristics of behaviors associated with intimate partner violence, outlines the specific functions of technology that exacerbate these symptoms, and introduces guidelines for training and treatment.","PeriodicalId":29822,"journal":{"name":"International Journal of Systemic Therapy","volume":"32 1","pages":"171 - 193"},"PeriodicalIF":0.5,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2692398X.2021.1906619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48521019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/2692398X.2021.1899738
Lindsey G. Hawkins, Cameron C. Brown, Chloe Goad, Abby Rhynehart, Taralyn Hemphill, Hailey Snyder
ABSTRACT Bullying experiences in adolescence has become a nationwide problem as 28% of the children report being bullied over the past school year. Adolescents who report being bullied have been found to have higher rates of anxiety and depression. Although several studies have examined family support and school connectedness as protective factors that buffer the link between being bullied and mental health, little is known about racial/ethnic differences in bullying victimization. Bronfenbrenner’s ecological systems theory proposes that a child’s environment (e.g., family cohesion, school connectedness) is a potential protective factor between bullying experiences and mental health. Adolescent data from the Fragile Families and Child Wellbeing Study were used to analyze a structural model, postulating frequency of being bullied on the adolescents reports of perceived health, directly and as mediated by anxiety symptoms, was assessed among adolescents who were Black/African American, Hispanic/Latino, White, Multiracial, and other races not specified in the assessment. Additionally, we examined whether reports of family cohesion and/or school connectedness moderate the link between frequency of being bullied and anxiety. Modest, yet significant results indicated that there were group differences for the model, and school connectedness was linked with lower rates of anxiety symptoms and better reports of perceived health for most groups. These findings provided insight into the importance of considering contextual factors such as race when examining bullying victimization as well as provides insight for school and helping professionals such as family therapists striving to stymie the effects of being bullied among adolescents.
{"title":"Bullying, family cohesion, and school connectedness: a moderated-mediation multigroup analysis of adolescents","authors":"Lindsey G. Hawkins, Cameron C. Brown, Chloe Goad, Abby Rhynehart, Taralyn Hemphill, Hailey Snyder","doi":"10.1080/2692398X.2021.1899738","DOIUrl":"https://doi.org/10.1080/2692398X.2021.1899738","url":null,"abstract":"ABSTRACT Bullying experiences in adolescence has become a nationwide problem as 28% of the children report being bullied over the past school year. Adolescents who report being bullied have been found to have higher rates of anxiety and depression. Although several studies have examined family support and school connectedness as protective factors that buffer the link between being bullied and mental health, little is known about racial/ethnic differences in bullying victimization. Bronfenbrenner’s ecological systems theory proposes that a child’s environment (e.g., family cohesion, school connectedness) is a potential protective factor between bullying experiences and mental health. Adolescent data from the Fragile Families and Child Wellbeing Study were used to analyze a structural model, postulating frequency of being bullied on the adolescents reports of perceived health, directly and as mediated by anxiety symptoms, was assessed among adolescents who were Black/African American, Hispanic/Latino, White, Multiracial, and other races not specified in the assessment. Additionally, we examined whether reports of family cohesion and/or school connectedness moderate the link between frequency of being bullied and anxiety. Modest, yet significant results indicated that there were group differences for the model, and school connectedness was linked with lower rates of anxiety symptoms and better reports of perceived health for most groups. These findings provided insight into the importance of considering contextual factors such as race when examining bullying victimization as well as provides insight for school and helping professionals such as family therapists striving to stymie the effects of being bullied among adolescents.","PeriodicalId":29822,"journal":{"name":"International Journal of Systemic Therapy","volume":"32 1","pages":"93 - 114"},"PeriodicalIF":0.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2692398X.2021.1899738","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41618128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/08975353.2020.1804798
Paul R Springer, Brie A. Turns, D. Sibley, Brandon P. Eddy
ABSTRACT The supervisory relationship is one of the most important relationships in academic programs (Haug & Storm, 2014). Supervisors help provide direction, ethical guidance, and model adherence during supervision. Unfortunately, there are numerous challenges and issues that occur within supervision that cause tension and problems within the supervisory relationship (Todd & Storm, 2014). Not discussing diversity, models of therapy, or expectations in supervision can lead supervisees to enter a customer, complainer, or visitor relationship. This article introduces a new process for conducting supervision and enhancing the supervisory relationship. Transparent supervision aims to alleviate various challenges that arise in supervision by providing supervisors a framework for openly and transparently discussing topics in supervision.
{"title":"Removing the Mystery in Supervision: Engaging in Transparent Supervision","authors":"Paul R Springer, Brie A. Turns, D. Sibley, Brandon P. Eddy","doi":"10.1080/08975353.2020.1804798","DOIUrl":"https://doi.org/10.1080/08975353.2020.1804798","url":null,"abstract":"ABSTRACT The supervisory relationship is one of the most important relationships in academic programs (Haug & Storm, 2014). Supervisors help provide direction, ethical guidance, and model adherence during supervision. Unfortunately, there are numerous challenges and issues that occur within supervision that cause tension and problems within the supervisory relationship (Todd & Storm, 2014). Not discussing diversity, models of therapy, or expectations in supervision can lead supervisees to enter a customer, complainer, or visitor relationship. This article introduces a new process for conducting supervision and enhancing the supervisory relationship. Transparent supervision aims to alleviate various challenges that arise in supervision by providing supervisors a framework for openly and transparently discussing topics in supervision.","PeriodicalId":29822,"journal":{"name":"International Journal of Systemic Therapy","volume":"32 1","pages":"41 - 57"},"PeriodicalIF":0.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975353.2020.1804798","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46293910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-09DOI: 10.1080/2692398X.2020.1855621
Justin Romney, Stephen T. Fife, Daniel Sanders, Sarah Behrens
ABSTRACT Pregnancy loss is a traumatic event that affects many families. 1 in 5 pregnancies end in miscarriage, and 1–2 out of every 100 births are stillbirths. Mothers report depression, shame, and guilt following a pregnancy loss. They also report a lack of social and emotional support, as Western culture tends to discourage mothers from grieving. Additionally, the impact on partners often goes unnoticed, as pregnancy loss is primarily framed as a birth parent’s issue. As couples struggle to deal with the emotions of pregnancy loss, many approach the process of grieving in ways that inhibit healing, which can negatively impact their relationship. Given the potential difficulties, many couples seek therapy to help them with the challenges that may follow pregnancy loss. However, there is a lack of literature that discusses how to systemically treat pregnancy loss. This article aims to address that gap by presenting a narrative approach to treating pregnancy loss. Narrative therapy is a natural fit when treating grieving couples as it allows them to coauthor their story of loss and coauthor a story of healing. Narrative therapy provides a space for couples to share their story, externalize problems related to the loss, find unique outcomes to support an alternative story, and solidify a new narrative related to their pregnancy loss.
{"title":"Treatment of Couples Experiencing Pregnancy Loss: Reauthoring Loss from a Narrative Perspective","authors":"Justin Romney, Stephen T. Fife, Daniel Sanders, Sarah Behrens","doi":"10.1080/2692398X.2020.1855621","DOIUrl":"https://doi.org/10.1080/2692398X.2020.1855621","url":null,"abstract":"ABSTRACT Pregnancy loss is a traumatic event that affects many families. 1 in 5 pregnancies end in miscarriage, and 1–2 out of every 100 births are stillbirths. Mothers report depression, shame, and guilt following a pregnancy loss. They also report a lack of social and emotional support, as Western culture tends to discourage mothers from grieving. Additionally, the impact on partners often goes unnoticed, as pregnancy loss is primarily framed as a birth parent’s issue. As couples struggle to deal with the emotions of pregnancy loss, many approach the process of grieving in ways that inhibit healing, which can negatively impact their relationship. Given the potential difficulties, many couples seek therapy to help them with the challenges that may follow pregnancy loss. However, there is a lack of literature that discusses how to systemically treat pregnancy loss. This article aims to address that gap by presenting a narrative approach to treating pregnancy loss. Narrative therapy is a natural fit when treating grieving couples as it allows them to coauthor their story of loss and coauthor a story of healing. Narrative therapy provides a space for couples to share their story, externalize problems related to the loss, find unique outcomes to support an alternative story, and solidify a new narrative related to their pregnancy loss.","PeriodicalId":29822,"journal":{"name":"International Journal of Systemic Therapy","volume":"32 1","pages":"134 - 152"},"PeriodicalIF":0.5,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2692398X.2020.1855621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44920709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-02DOI: 10.1080/2692398x.2020.1849935
M. Carlson, S. Browning, L. Goodman, Kristine Carlson
ABSTRACT Collaborating with parents is an important skill set for school-based mental health professionals. While school districts expect school psychologists and school counselors to facilitate family-school collaboration, most receive little training in family counseling and systems theory in their graduate programs. School psychologists and school counselors could benefit from resources that demonstrate how to use a family systems approach in a school setting. This article uses a single case study to illustrate how school-based mental health professionals can use brief family counseling to address anxiety and school avoidance. The article describes a family systems approach and interventions such as reframing, subsystems work, consultation, and encouraging gradual progress.
{"title":"Case Study Illustrating Family Systems Interventions in a School Setting to Address Anxiety and School Avoidance","authors":"M. Carlson, S. Browning, L. Goodman, Kristine Carlson","doi":"10.1080/2692398x.2020.1849935","DOIUrl":"https://doi.org/10.1080/2692398x.2020.1849935","url":null,"abstract":"ABSTRACT Collaborating with parents is an important skill set for school-based mental health professionals. While school districts expect school psychologists and school counselors to facilitate family-school collaboration, most receive little training in family counseling and systems theory in their graduate programs. School psychologists and school counselors could benefit from resources that demonstrate how to use a family systems approach in a school setting. This article uses a single case study to illustrate how school-based mental health professionals can use brief family counseling to address anxiety and school avoidance. The article describes a family systems approach and interventions such as reframing, subsystems work, consultation, and encouraging gradual progress.","PeriodicalId":29822,"journal":{"name":"International Journal of Systemic Therapy","volume":"32 1","pages":"115 - 133"},"PeriodicalIF":0.5,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2692398x.2020.1849935","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44219571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-11DOI: 10.1080/2692398X.2020.1830015
Valerie A. Handley, Brie A. Turns, M. Chavez, S. Jordan
ABSTRACT Raising a child with an Autism Spectrum Disorder (ASD) can have negative effects on the parents’ emotional wellbeing, along with their marital relationship. Although there is some information on the treatment of parents, there is a lack of research investigating how the process of change occurs during couples therapy. The current study interviewed five couples, raising a child with ASD, who received Solution-Focused Brief Couples Therapy (SFBCT). A grounded theory approach was used to understand the process of change for couples receiving six sessions of SFBCT. Through the use of constructivist-grounded theory methodology (GTM), a theory was constructed on the experience of change perceived by participants. The results indicate the importance of both the therapists’ and clients’ process of change during therapy.
{"title":"SFBCT for Couples Raising a Child with Autism: A Grounded Theory Study","authors":"Valerie A. Handley, Brie A. Turns, M. Chavez, S. Jordan","doi":"10.1080/2692398X.2020.1830015","DOIUrl":"https://doi.org/10.1080/2692398X.2020.1830015","url":null,"abstract":"ABSTRACT Raising a child with an Autism Spectrum Disorder (ASD) can have negative effects on the parents’ emotional wellbeing, along with their marital relationship. Although there is some information on the treatment of parents, there is a lack of research investigating how the process of change occurs during couples therapy. The current study interviewed five couples, raising a child with ASD, who received Solution-Focused Brief Couples Therapy (SFBCT). A grounded theory approach was used to understand the process of change for couples receiving six sessions of SFBCT. Through the use of constructivist-grounded theory methodology (GTM), a theory was constructed on the experience of change perceived by participants. The results indicate the importance of both the therapists’ and clients’ process of change during therapy.","PeriodicalId":29822,"journal":{"name":"International Journal of Systemic Therapy","volume":"32 1","pages":"153 - 170"},"PeriodicalIF":0.5,"publicationDate":"2020-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2692398X.2020.1830015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45641831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-04DOI: 10.1080/2692398x.2020.1825909
Michael E. Sude, Timothy Baima
ABSTRACT The self of the therapist is an important component of marriage and family therapy training and treatment outcomes. There are several training exercises that focus on developing the self of the therapist, but limited literature on role-plays that center on self of the therapist training. This article provides recommendations for trainers that wish to focus marriage and family therapy role-plays on the self of the therapist. It also includes several examples that illustrate supporting the development of self-awareness and effective use of self through self-reflection and attention to the cultural context of both therapists and clients.
{"title":"Training the Self of the Therapist through Marriage and Family Therapy Role-Plays","authors":"Michael E. Sude, Timothy Baima","doi":"10.1080/2692398x.2020.1825909","DOIUrl":"https://doi.org/10.1080/2692398x.2020.1825909","url":null,"abstract":"ABSTRACT The self of the therapist is an important component of marriage and family therapy training and treatment outcomes. There are several training exercises that focus on developing the self of the therapist, but limited literature on role-plays that center on self of the therapist training. This article provides recommendations for trainers that wish to focus marriage and family therapy role-plays on the self of the therapist. It also includes several examples that illustrate supporting the development of self-awareness and effective use of self through self-reflection and attention to the cultural context of both therapists and clients.","PeriodicalId":29822,"journal":{"name":"International Journal of Systemic Therapy","volume":"32 1","pages":"23 - 40"},"PeriodicalIF":0.5,"publicationDate":"2020-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/2692398x.2020.1825909","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45363172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-18DOI: 10.1080/08975353.2020.1818499
M. Edwards, R. Allan
ABSTRACT Historically, hope has been studied from a cognitive, not experiential, lens and rarely from an attachment perspective. The aims of this research were to explore how couples experience hope when using a reflecting team (RT) as part of their counseling process as well as if their experience of hope differed based depending on their attachment style. To examine these questions, couples (n = 13) completed attachment measures as well as participated in interviews assessing their experience of hope in relation to the reflecting team. The research was methodologically directed by interpretative phenomenological analysis (IPA), which draws on the participants’ meaning-making of the reflecting team process. Participants’ attachment strategies impacted which interventions used by the reflecting teams were most relevant and powerful in inducing hope.
{"title":"“I Think It Just Helped Me See:” Incorporating Attachment into Reflecting Teams","authors":"M. Edwards, R. Allan","doi":"10.1080/08975353.2020.1818499","DOIUrl":"https://doi.org/10.1080/08975353.2020.1818499","url":null,"abstract":"ABSTRACT Historically, hope has been studied from a cognitive, not experiential, lens and rarely from an attachment perspective. The aims of this research were to explore how couples experience hope when using a reflecting team (RT) as part of their counseling process as well as if their experience of hope differed based depending on their attachment style. To examine these questions, couples (n = 13) completed attachment measures as well as participated in interviews assessing their experience of hope in relation to the reflecting team. The research was methodologically directed by interpretative phenomenological analysis (IPA), which draws on the participants’ meaning-making of the reflecting team process. Participants’ attachment strategies impacted which interventions used by the reflecting teams were most relevant and powerful in inducing hope.","PeriodicalId":29822,"journal":{"name":"International Journal of Systemic Therapy","volume":"32 1","pages":"74 - 92"},"PeriodicalIF":0.5,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975353.2020.1818499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47334799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-18DOI: 10.1080/08975353.2020.1809917
Eman Tadros
ABSTRACT This paper discusses supervision through a structural family therapy (SFT) lens. SFT aims to alter dysfunctional patterns in exchange for healthy interactions by creating clear hierarchies and boundaries. Families are organized by hierarchies; within this structure, it is common for parents and older adults to be at the top. This mirrors supervision as traditionally the more experienced and higher licensed clinicians are at the top. This paper conveys how clinical supervisors can train, educate, and support while establishing a hierarchical position allowing for isomorphic and bidirectional growth. Additionally, this paper introduces an intervention utilizing hierarchies to address privilege and power.
{"title":"Hierarchical Privilege and Power in Structural Supervision","authors":"Eman Tadros","doi":"10.1080/08975353.2020.1809917","DOIUrl":"https://doi.org/10.1080/08975353.2020.1809917","url":null,"abstract":"ABSTRACT This paper discusses supervision through a structural family therapy (SFT) lens. SFT aims to alter dysfunctional patterns in exchange for healthy interactions by creating clear hierarchies and boundaries. Families are organized by hierarchies; within this structure, it is common for parents and older adults to be at the top. This mirrors supervision as traditionally the more experienced and higher licensed clinicians are at the top. This paper conveys how clinical supervisors can train, educate, and support while establishing a hierarchical position allowing for isomorphic and bidirectional growth. Additionally, this paper introduces an intervention utilizing hierarchies to address privilege and power.","PeriodicalId":29822,"journal":{"name":"International Journal of Systemic Therapy","volume":"32 1","pages":"58 - 73"},"PeriodicalIF":0.5,"publicationDate":"2020-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975353.2020.1809917","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41816642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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