Australian and New Zealand Journal of Family Therapy最新文献

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.

Despite the importance of Bowen family systems theory in the field of family therapy, there have been few studies examining family unit functioning. To fill this gap, a self-report instrument, the Family Unit Functioning (FUF) questionnaire has been developed. The FUF questionnaire is a multidimensional measure specifically for adults (aged 25+) about nuclear and family-of-origin responses to challenges. Eighty-six adults who were enrolled in Bowen theory training programs participated in an online questionnaire. The FUF assessment tests five dimensions of family unit functioning developed by Papero (2020). The investigators employed a confirmatory factor analysis, and the following analyses results indicate support for four of the five proposed FUF dimensional constructs: 1. resourcefulness; 2. connectedness and integration; 4. systems thinking; and 5. goal structure. However, the third construct, tension management, requires further validation using a larger data source to generate a more favourable result. The potential contribution of the FUF instrument for testing Bowen theory, use as a family psychotherapy assessment tool, and as an indicator of psychotherapeutic outcomes is discussed.

In March of 2020, during the global COVID-19 pandemic, therapists quickly transitioned to telehealth platforms to provide their services. Teletherapy, while subject to some constraints, presents unique opportunities to work creatively with couples, particularly during these uncertain times. This paper offers a case study of work with a couple using systemic, developmental attachment, dialogical, and somatic trauma theories. Action techniques, including doubling, ideal futures creation, and a foam roller trust exercise are employed to facilitate change processes as couples face the chaos and unknowns of the pandemic and the difficulties that have become triggered between them. These exercises help to open perspective, increase awareness, and lower resistance to change. Couples are able to physically enact and metabolise alternative realities while discharging excess energies in familiar surroundings.

Like many family therapists today my approach to therapy can be described as integrative; it utilises various therapy frameworks and models and combines individual and family therapy approaches in response to the needs of clients and the nature of the work. This paper begins with a brief professional retrospective that illustrates the integrative therapy challenge. It then describes integrative therapy as systemic in the sense of bringing together multiple conversations about therapy based on the idea of an ethic of hospitality. Integration as an ethics of practice is grounded in a finely honed attunement between therapist and client as well as an openness to considering multiple perspectives and frameworks of therapy. This is discussed in relation to the contemporary family therapy literature and illustrated by a practice example.

Integrative psychotherapeutic practice is the process of creating a broad, overarching framework as a guide to selecting and combining concepts and interventions. Attracting attention over the past 20 years, it has been identified as the dominant trend in family therapy moving into the 21st century. It is no surprise that clinicians necessarily combine several theories, techniques, and factors in their work given the multidimensional nature of work with clients and families. Integrative practice has evolved over time with different models and frameworks proposed, and yet in the field, there are concerns that it is not widely taught despite many identifying as eclectic or integrative. The purpose of this paper is twofold. Firstly, it reviews the topic of integrative practice, its history, evolution, strengths and pitfalls, and models. Secondly, a systemic meta-framework is proposed as a guide to clinical practice and teaching. The review found a move from eclecticism to integrative practice, with the evolution of integration leading to five primary methods. The proposed QIFT Systemic Meta-Framework for Integrative Practice both fits within and extends these methods, with the following key elements: way of being, therapeutic alliance with a focus on neurobiology, systemic assessment and formulation, and decision-making highlighting theory of change.