Australian and New Zealand Journal of Family Therapy最新文献

This article explores professionals’ understanding and experiences of parental high conflicts in Norwegian family counsellor and child welfare services. The data were analysed using reflexive thematic analysis, examining four focus group interviews with a total of 24 professionals. We used tame and wicked problems as a theoretical frame of reference in order to discuss how high conflict cases can be understood. The analysis shows that the complexity and experiences of high conflicts challenge professionals in their assessments and development of solutions. Our conclusion is that the nature of the complexity, unpredictability, and instability of high conflicts fits within the framework of wicked problems.

The person of the therapist (POTT) framework is a model of therapist training that can enhance clinicians' attunement and further clinical efficacy. In this autoethnography, two graduate school professors of colour detail their experience of implementing the POTT framework overlaid to academic work. This article presents specific arguments for the use of this model as it furthers therapist accountability and responsiveness. The model's advantages in clinical graduate training are also reviewed.

Many parents raising a child with Down syndrome (DS) express feelings of grief, sadness, disappointment, anger, and frustration related to the child's diagnosis (Sheehan & Guerin, 2017). Although previous authors have not directly used the concept of ambiguous loss when treating parents raising a child with a developmental disability, parents' thoughts and emotions align with ambiguous loss. There is also a cascade of losses for parents while raising a child with DS, such as developmental milestones or never seeing a child graduate. The empty-chair technique (ECH) is used to increase emotional processing and expression of unmet desires (Tsvieli & Diamond, 2018). This article proposes the use of the ECH for parents raising a child with DS for processing the grief of ambiguous loss.

Successful completion of a doctoral program requires dedication and commitment from the student and their family system. However, previous research pertaining to graduate student relationship satisfaction has sought out the perspective of the student. In this phenomenological research study researchers inquired about the lived experiences of eight partners of graduate students completing a doctoral program with a family therapy focus. Researchers inquired about the lived experiences of the partners of the graduate student, and through thematic analysis identified five essential themes: (1) PhD as a priority; (2) learning to have congruent communication; (3) tension; (4) maintaining appreciation; and (5) differentiation and re-integration. The researchers join the voices of the participants in calling for changes to the on-boarding process for new doctoral students, and their partners. Educational institutions can provide realistic expectations of the demands on the doctoral student and their partners, thereby providing informed consent in the process. There is also opportunity for leadership to actively reduce stigma around highly successful individuals in academia accessing mental health services.

Family reunification is an area of high policy importance for child protection systems. The safe return of children from out-of-home care to their biological parents or relatives and long-term family preservation can potentially mitigate the subsequent detrimental effects of separating children from their families. In this paper we describe one type of family for whom reunification was considered; namely, families who have been affected by intergenerational trauma. To assist families affected by intergenerational trauma and abuse requires an understanding of the mechanisms and processes that maintain intergenerational trauma and how these might inform therapeutic approaches for working with children and their families. This paper utilises case studies to illustrate the use of the Adult Exploration of Attachment Interview (AEAI) as part of a broader therapeutic reunification program in an Australian state. The AEAI focuses on supporting parents to become aware of the impact of previous experiences in their childhood; the mitigation of feelings of shame, self-blame, and inadequacy by helping the parent confront the negative experiences of the past. The aim is to assist the parent to recognise the significance of the past, to consolidate their strengths, and to develop more nurturing relationships with their children. Case illustrations demonstrate that this therapy was a component in addressing the causes of behaviour and psychological distress that had been barriers to reunification from care in two families. This was achieved through a process of reflection and self-awareness, rather than one focused on guilt or shame, with the therapist there to help verbalise and articulate what otherwise might have been hidden or implicit processes. In both cases, this awareness was used to help reframe the parent–child relationship and led to observable behavioural changes in parenting practices.

Aggressive behaviour is one of the most disruptive problems in children with autism. It generates anxiety in the parents and the child, who does not know what to do, and the family's quality of life is significantly reduced. In this scenario, using narrative practices may help promote the sense of agency in children with autism spectrum disorder (ASD) and help them find solutions based on self-knowledge. This article explores different narrative practices to help deal with challenging behaviour in children with ASD. We discuss several examples using two techniques: a therapist's imaginary friend and using a magic coin as ways of externalising the problem and playing with metaphors. We present the procedures applied during the interventions with three children. These narrative practices can help to externalise the problem, think about possible solutions, and facilitate the development of imagination and abstract thinking in children with ASD.